A98 


EDUCATION 
LIBRARY 


UNIVERSITY  OF  CALIFORNIA 
AT   LOS  ANGELES 


GIFT  OF 

Dr.    and  Mrs.    A.B.    Pier 


&•** 


AN  INDEX  NUMBER  FOR 

STATE  SCHOOL 

SYSTEMS 


RANKS  OF  STATES  AS  SHOWN  BY  INDEX  NUMBERS  FOR  FOUR  PERIODS 


.1890 


1900 


1910 


1918 


48  N.  M. 


Wash. 

2  Cal. 

3  D.  C. 
Mass. 
Nev. 
N.  J. 
Mont. 

8  N.  Y. 

9  Utah 

10  R.  I. 

11  III. 

12  Conn. 

13  Colo. 

14  Ohio 

15  Ore. 

16  Perm. 

17  Ind. 

18  Ariz. 

19  Mich. 

20  Idaho 

21  Minn. 

22  Neb. 

23  Wis. 

24  Kans. 

25  Wyo. 

26  S.  D. 

27  N.  D. 

28  N.  H. 

29  Vt. 

30  Iowa 

31  Maine 

32  Mo. 

33  Md. 

34  Del. 

35  Okla. 

36  W.Va. 

37  Texas 

38  N.  M. 

39  La. 

40  Ky. 

41  Va. 
2  Fla. 

43  Tenn. 

44  Ga. 

45  Ala. 

46  Ark. 

47  Miss. 

48  N.  C. 

49  S.  C. 


AN  INDEX  NUMBER 

FOR  STATE  SCHOOL 

SYSTEMS 

LEONARD  P.  AYRES 


DEPARTMENT  OF  EDUCATION 

RUSSELL    SAGE    FOUNDATION 

130  EAST  TWENTY-SECOND  STREET 

NEW  YORK  CITY 


E  141 


COPYRIGHT,  1920,  BY 
THE  RUSSELL  SAGE  FOUNDATION 


Printed  April,  1920:  2,000  copies 


WM  •  F.  FELL  CO  •  PRINTERS 
PHILADELPHIA 


Education 

Library 


A9*' 


V  TABLE  OF  CONTENTS 

PAGE 

List  of  Tables  7 

i      Changes  in  Ten  Years  10 

**     Index  Numbers  12 

An  Index  Number  for  State  School  Systems  14 

What  Items  of  100  Each  Would  Imply  19 

The  Computation  of  the  Index  Number  21 

Data  for  48  Years  23 

Groups  of  States  27 

Standing  of  the  States  in  1890  30 

Standing  of  the  States  in  1900  32 

Standing  of  the  States  in  1910  34 

Standing  of  the  States  in  1918  36 

<>    Hawaii,  the  Canal  Zone,  and  Porto  Rico  38 

^x>    Education  in  Porto  Rico  38 

**"    Standing  of  the  States  in  Four  Decades  42 

^S    Standing  of  the  States  During  Five  Periods  46 

R  The  48  States  in  1918  48 

&  Gains  and  Losses  in  28  Years  50 

_J    Index  Numbers  Stated  as  Whole  Numbers  52 
^•4   Educational  Results  and  Financial  Expendi- 

<«v             tures  53 

^•Correlations  56 

vV\  Significance  of  the  Index  Number  57 

Lspw\ccuracy  of  Data  59 


447457 


Private  and  Parochial  Schools 
Different  Types  of  States 
Purchasing  Power  of  Money 
High  School  Data 
Teachers'  Salaries 
Limitations 
Summary 


LIST  OF  TABLES 

TABLE  PAGE 

1.  Components  and  index  numbers.    United 
States.    1871  to  1918  25 

2.  Index  numbers  for  divisions.    Seven  peri- 
ods 28 

3.  Components  and  index  numbers  of  states. 

1890  31 

4.  Components  and  index  numbers  of  states. 

1900  33 

5.  Components  and  index  numbers  of  states. 

1910  35 

6.  Components  and  index  numbers  of  states. 

1918  37 

7.  Index  numbers  of  states  at  four  periods         43 

8.  Ranks  of  states  as  shown  by  index  numbers 
for  four  periods  45 

9.  Ranks  of  states  as  shown  by  index  numbers 
for  five  periods  47 

10.  Rank  of  each  state  in  each  component  of 
the  index  in  1918  49 

11.  Changes  in  index  numbers  and  in  ranks  of 
states.    1890  to  1918  51 

12.  Index  numbers  of  states  in  1918  53 

13.  Sum  of  five  educational  components  and 
sum  of  five  financial  components  of  index 
number  for  each  state  in  1 9 1 8  55 


AN  INDEX  NUMBER  FOR  STATE 
SCHOOL  SYSTEMS 

During  the  past  fifty  years  the  United  States 
Bureau  of  Education  has  published  annual 
reports  setting  forth  conditions  in  the  public 
schools  of  each  state  in  the  Union.  Each  year 
it  has  gathered  and  made  public  the  figures 
which  measure  certain  of  the  larger  and  more 
important  phases  of  the  educational  effort 
and  attainment  of  the  states.  Included  hi 
these  records  are  the  figures  which  show  how 
many  of  the  children  are  attending  the  public 
schools  and  for  how  many  days  during  the 
year,  what  numbers  of  the  children  are  in  the 
higher  schools,  and  what  price  in  dollars  the 
state  is  paying  to  purchase  this  education  for 
them.  These  figures  reflect  the  diffusion,  the 
amount,  and  the  quality  of  the  education 
that  the  children  are  receiving. 

This  collection  of  data  is  of  unique  value. 
There  are  few,  if  any,  other  governmental  ac- 
9 


tivities  for  which  so  many  significant  facts 
have  been  gathered,  by  uniform  methods, 
over  so  long  a  period  of  time.  Certain  of  the 
fundamental  records  of  the  Bureau  that  run 
back  in  unbroken  series  for  half  a  century 
contain  a  body  of  trustworthy  information  of 
the  greatest  value  and  of  such  a  nature  that, 
if  the  data  had  not  been  preserved,  they  could 
not  now  be  collected  by  any  agency  or  by 
any  expenditure  of  effort  and  money. 

During  the  whiter  of  1919-20,  the  Depart- 
ment of  Education  of  the  Russell  Sage  Foun- 
dation has  been  engaged  in  the  task  of  select- 
ing, from  this  mass  of  statistical  material, 
figures  that  could  be  combined  into  a  statis- 
tical measurement  of  the  accomplishments 
of  the  school  systems  in  the  several  states. 

CHANGES  IN  TEN  YEARS 
The  method  which  has  been  followed  may  be 
illustrated  by  considering  at  this  point  two 
sets  of  figures  showing  certain  phases  of  edu- 
cational conditions  in  the  public  schools  of 
the  nation  in  the  years  1900  and  1910.  The 
data  are  for  the  United  States  as  a  whole  and, 
for  the  sake  of  simplicity,  they  are  here  set 
down  as  whole  numbers  with  their  decimal 
fractions  omitted.  They  are  as  follows: 
10 


1900         1910 

1.  Per  cent  of  school  population  attending 

school  daily  50          53 

2.  Average  days  attended  by  each  child  of 

school  age  72          83 

3.  Average  number  of  days  schools  were 

kept  open  144        158 

4.  Per  cent  that  high  school  attendance  was 

of  total  attendance  5  7 

5.  Per  cent  that  boys  were  of  girls  in  high 

schools  71          78 

6.  Average  expenditure  per  child  in  average 

attendance  $20        $33 

7.  Average  expenditure  per  child  of  school 

age  $10        $18 

8.  Average   expenditure   per   teacher  em- 

ployed $508      $815 

9.  Expenditure  per  pupil  for  purposes  other 

than  teachers'  salaries  $7        $13 

10.  Expenditure  per  teacher  employed  for 

salaries  $325      $485 


These  two  sets  of  figures  reflect  in  con- 
vincing manner  improvements  that  took 
place  in  the  administration  of  public  educa- 
tion during  the  decade  from  1900  to  1910. 
In  every  instance  the  figure  for  the  later  date 
is  greater  than  that  for  the  earlier  one  and  in 
several  cases  the  increase  is  most  marked. 

The  proportion  of  children  attending  school 
increased,  the  school  year  was  lengthened,  the 
proportion  of  children  attending  high  schools 
was  enlarged,  and  the  funds  expended  for  the 
support  of  education  were  greatly  augmented. 
These  are  true  indicators  of  improved  condi- 
tions in  the  school  system  and  it  is  by  com- 
11 


bining  these  measurements,  by  methods  that 
will  be  explained,  that  an  index  number  has 
been  constructed  for  measuring  the  status  of 
the  public  school  systems  of  the  states. 

INDEX  NUMBERS 

The  index  number  is  a  well  established  sta- 
tistical device  commonly  used  for  measuring 
changes  in  wholesale  and  retail  prices  and 
rates  of  wages  over  long  periods  of  tune.  Such 
a  number  may  be  constructed  by  securing 
each  month  the  prices  of  a  uniform  list  of 
commodities  at  a  selected  and  unchanging  list 
of  establishments,  and  then  computing  the 
average  price  for  the  whole  list  for  each  month. 
As  this  average  rises  or  falls  it  reflects  the 
general  changes  taking  place  in  the  prices  of 
the  types  of  commodities  represented.  If 
some  of  the  commodities  are  more  important 
than  others,  or  are  commonly  consumed  in 
greater  quantities,  methods  of  weighting  are 
used  to  make  sure  that  each  element  shall 
exercise  only  its  proper  share  of  influence  in 
the  final  result. 

Such  numbers  are  commonly  reduced  to 

percentages  and  the  number  for  a  given  month 

is  stated  as  being  so  many  per  cent  of  the 

figure  for  some  previous  period.    Thus  whole- 

12 


sale  prices  are  commonly  given  as  percentages 
of  the  average  price  for  the  decade  from  1890 
to  1900,  when  they  reached  the  lowest  point 
recorded.  In  a  similar  way  the  index  num- 
ber for  the  cost  of  living,  compiled  by  the 
United  States  Bureau  of  Labor  Statistics, 
takes  the  price  in  1913  as  100  and  states  its 
figure  from  month  to  month  on  that  basis. 
By  the  beginning  of  1920  this  index  number 
had  risen  to  199. 

There  are  several  well  established  index 
numbers  for  the  prices  of  investment  stocks 
and  in  these  cases  there  is  usually  no  method 
of  weighting  employed,  nor  are  the  figures 
commonly  stated  in  terms  of  a  per  cent  varia- 
tion from  the  figure  for  a  determined  point  of 
departure.  The  reason  for  this  is  that  the 
unit  price  of  each  stock  is  commonly  100  and 
the  different  stocks  are  considered  as  being 
of  approximately  equal  significance  so  that 
weighting  is  unnecessary. 

The  10  sets  of  educational  data  that  have 
been  considered  are  unusually  well  adapted 
for  inclusion  in  an  index  number.  Increases 
in  them  reflect  improved  educational  condi- 
tions and  decreases  reflect  worse  conditions. 
The  data  for  these  10  items  have  been  gath- 
ered by  substantially  uniform  methods  from 
13 


identical  establishments  (the  48  states)  over 
a  long  period  of  years.  A  third,  and  most  im- 
portant, characteristic  is  that  each  of  the 
items  can  readily  be  stated  in  percentage 
terms.  Like  the  stock  prices  they  can  all  be 
measured  in  terms  of  a  theoretical  par  value 
of  100,  and  because  of  this  they  can  be  com- 
bined in  an  index  number  that  is  a  direct 
average  instead  of  a  relative  percentage. 

AN  INDEX  NUMBER  FOR  STATE  SCHOOL 

SYSTEMS 

The  10  sets  of  data  from  which  the  new  index 
number  has  been  constructed  are  the  ones 
already  referred  to.  These  data  are  the  fol- 
lowing: 

1.  Per  cent  of  school  population  attending 
school  daily. 

2.  Average  days  attended  by  each  child  of 
school  age. 

3.  Average  number  of  days  schools  were 
kept  open. 

4.  Per  cent  that  high  school  attendance 
was  of  total  attendance. 

5.  Per  cent  that  boys  were  of  girls  in  high 
schools. 

6.  Average  annual  expenditure  per  child 
attending. 

14 


7.  Average  annual  expenditure  per  child 
of  school  age. 

8.  Average  annual  expenditure  per  teacher 
employed. 

9.  Expenditure  per  pupil  for  purposes  other 
than  teachers'  salaries. 

10.  Expenditure  per  teacher  for  salaries. 
The  new  index  number  is  the  average  of  the 

10  figures  corresponding  to  these  10  headings, 
after  certain  of  them  have  been  so  multiplied 
or  divided  by  constants  as  to  bring  each  into 
comparability  with  a  standard  of  100.  For 
example,  the  average  number  of  days  the 
schools  were  kept  open  in  the  United  States 
as  a  whole  in  1910  was  157.5.  The  standard 
or  "par  value"  length  of  term  is  taken  as  200 
days.  Hence  the  actual  number  of  days  for 
1910,  or  157.5,  is  divided  by  two,  which  gives 
the  figure  78.75  as  one  of  the  10  components 
of  the  final  index  number.  In  a  similar  way 
an  average  monthly  salary  of  $100  is  taken  as 
the  standard  for  the  last  of  the  10  items.  The 
actual  average  in  1910  was  $485.22  for  the 
year,  or  $40.44  for  each  month  and  this  num- 
ber is  included  as  one  of  the  components  with- 
out further  change. 

The  other  items  are  treated  by  similar 
methods,  and,  finally  all  10  are  added  and  the 
15 


average  taken  as  the  index  number.  This  may 
be  computed  for  the  whole  number  of  states, 
or  any  group  of  them,  or  any  one  among  them, 
for  any  year.  When  so  computed  it  expresses 
in  a  single  number  the  degree  to  which  the 
average  of  the  10  different  measures  taken 
together  approaches  the  standard  of  100. 

The  10  numbered  paragraphs  which  follow 
tell  how  the^lO  items  have  been  entered  in  the 
final  index  number  and  show  how  each  one 
has  been  brought  into  relationship  with  a 
common  basis,  or  educational  par  value,  of 
100.  All  the  figures  relate  to  public  day 
schools. 

1.  The  per  cent  of  school  population  at- 
tending school  daily.    This  item  has  been 
included  as  a  percentage  figure.   It  can  never 
exceed  100.  It  is  the  per  cent  that  the  average 
daily  attendance  in  day  public  schools  is  of 
the  whole  number  of  children  of  school  age. 
The  children  of  school  age  are  those  more 
than  five  and  less  than  eighteen  years  old  and 
these  numbers  are  supplied  by  the  United 
States  Census. 

2.  Average  days  attended  by  each  child  of 
school  age.  This  item  has  been  included  in  the 
final  total  as  one  half  of  the  number  found  by 
dividing  the  aggregate  days  of  attendance  by 

16 


the  number  of  children  of  school  age.  If  all 
the  children  of  school  age  attended  school 
every  day,  and  if  the  schools  were  all  open  for 
200  days  during  the  year,  the  days  per  child 
would  be  200.  In  order  to  make  it  comparable 
with  the  percentage  figures,  the  number,  as 
directly  computed,  is  divided  by  two. 

3.  Average  number  of  days  schools  were 
kept  open.  This  figure  is  included  in  the  index 
as  one-half  of  the  figure  given  in  the  report 
of  the  Bureau  of  Education.    At  present  a 
school  year  of  200  days  is  exceeded  in  few 
cities  and  by  no  states.    A  record  of  200  days, 
if  found,  would  be  included  in  the  index  as 
100.    If  the  school  year  were  extended  be- 
yond 200  days,  the  number  added  would  be 
proportionally  greater  than  100. 

4.  Per  cent  that  high  school  attendance 
was  of  total  attendance.    This  figure  is  in- 
cluded as  three  times  the  percentage  that  the 
high  school  pupils  are  of  all  the  pupils  attend- 
ing.  Since  there  are  eight  elementary  grades 
and  four  high  school  grades,  only  one-third 
of  the  pupils  could  ever  be  in  the  high  schools 
even  if  no  children  died  and  none  dropped 
out.  Since  a  perfect  record  would  be  made  by 
having  33^  per  cent  of  the  pupils  hi  the  high 
school,  the  actual  percentage  found  is  multi- 

17 


plied  by  three  before  being  included  in  the 
final  results.  Under  present  conditions  the 
number  so  used  must  always  be  less  than  100. 

5.  Per  cent  that  boys  were  of  girls  in  high 
schools.    This  item  is  included  in  the  final 
total  at  its  face  value.  In  general  many  more 
girls  attend  high  school  than  do  boys,  but  the 
proportion  of  boys  is  increasing.    Its  limit  is 
taken  as  100  per  cent.    In  the  very  few  in- 
stances in  which  more  boys  have  been  re- 
corded than  girls,  the  per  cent  of  girls  to  boys 
has  been  used. 

6.  Average  annual  expenditure  per  child 
attending.    This  is  entered  in  dollars  at  its 
face  value.   It  is  found  by  dividing  the  total 
expenditures  by  the  average  daily  attendance 
in  public  day  schools. 

7.  Average  annual  expenditure  per  child 
of  school  age.   This  item  is  entered  in  dollars 
at  its  face  value.   It  is  the  total  expenditures 
divided  by  the  number  of  children  of  from  five 
to  eighteen  years  of  age. 

8.  Average  annual  expenditure  per  teacher 
employed.  This  is  entered  as  the  result  found 
by  dividing  the  total  expenditure  by  the 
whole  number  of  teachers  and  dividing  this 
quotient  by  24.    It  is  thus  one-half  of  the 
monthly  expenditure  per  teacher  if  all  twelve 

18 


months  of  the  year  be  taken  into  consider- 
ation. 

9.  Expenditure  per  pupil  for  purposes  other 
than  teachers'  salaries.    This  item  is  entered 
in  the  final  total  as  the  result  found  by  divid- 
ing the  expenditures  for  purposes  other  than 
salaries  by  the  number  of  children  in  average 
daily  attendance  and  multiplying  this  figure 
by  two. 

10.  Expenditure  per  teacher  for  salaries. 
This  is  entered  as  the  total  expenditure  for 
salaries  divided   by   the  whole   number  of 
teachers  employed  during  the  year  and  di- 
vided by  12.    It  gives  the  average  monthly 
salary  per  teacher  if  all  twelve  months  are 
taken  into  consideration,  and  every  teacher 
is  included. 

WHAT  ITEMS  OF  100  EACH  WOULD  IMPLY 
The  methods  by  which  the  different  items  are 
treated  before  being  included  in  the  final  in- 
dex number  are  not  methods  of  weighting  as 
that  term  is  usually  employed.  They  do  not 
depend  on  arbitrary  judgments  or  computed 
ratios  as  to  the  comparative  degrees  of  im- 
portance that  ought  to  be  attached  to  the 
several  items.  The  10  elements  entering  into 
the  final  index  number  are  inter-related  and, 
19 


in  some  measure,  inter-dependent.  They  have 
been  treated  by  methods  which  bring  each 
item  into  comparability  with  a  common  theo- 
retical standard  of  100.  This  may  be  made 
clear  by  showing  the  conditions  that  would 
exist  in  a  state  school  system  having  a  score  of 
100  in  each  of  the  10  items.  These  conditions 
would  be  as  follows: 

Value  entered 
in  index 

1.  One  hundred  per  cent  of  the  children  of 

school  age  would  attend  school  and  all 
would  have  perfect  attendance  100 

2.  Each  child  would  attend  school  200  days 

each  year  100 

3.  The  school  term  would  be  200  days  100 

4.  Thirty-three  and  one-third  per  cent  of  the 

pupils  would  be  in  high  school  100 

5.  The  boys  in  high  school  would  be  equal  to 

100  per  cent  of  the  girls  100 

6.  The  annual  expenditure  would  average  $100 

for  each  child  in  average  attendance  100 

7.  The  annual  expenditure  would  average  $100 

for  each  child  of  school  age  100 

8.  The  expenditures  would  amount  to  $200  per 

month  for  each  teacher  employed  100 

9.  The  expenditures  for  purposes  other  than 

teaching  would  amount  to  $50  per  year 
per  child  attending  100 

10.  Teachers'  salaries  would  average  $100  per 

month  for  12  months  in  the  year  100 

Total  divided  by  10 — the  index  number  100 

It  will  be  noted  that,  while  all  the  items  are 
brought  into  comparable  relation  to  100,  this 
is  not  a  limit  for  any  of  them  except  the  first, 
fourth,  and  fifth.  The  other  seven  items  can 
20 


exceed  100  in  theory  and  some  of  these  do 
exceed  that  amount  in  cases  that  will  be 
recorded  further  on  in  this  book.  They  may 
exceed  100  in  the  same  way  that  the  price  of  a 
stock  may  exceed  its  par  value  of  100. 

THE  COMPUTATION  OF  THE  INDEX  NUMBER 
We  may  now  return  to  the  earlier  illustration 
of  the  data  for  the  entire  United  States  for 
1900  and  for  1910.  When  these  figures  are 
converted  into  terms  of  the  index  number 
they  give  the  results  which  follow: 


1.  Per  cent  of  school  population 

attending  school  daily 

2.  Average  days  attended  by  each 

child  of  school  age 

3.  Average  number  of  days  schools 

were  kept  open 

4.  Per  cent  that  high  school  attend- 

ance was  of  total  attendance 

5.  Per  cent  that  boys  were  of  girls 

in  high  schools 

6.  Average  expenditure  per  child 

attending 

7.  Average  expenditure  per  child  of 

school  age 

8.  Average  expenditure  per  teacher 

employed 

9.  Expenditure  per  pupil  for  pur- 

poses   other    than    teachers' 
salaries 

10.  Expenditure  per  teacher  for  sal- 
aries 

Average  of  10  items  —  index 
number 

21 


Index 
item 
1900 

Index 
item 
1910 

49.68 

52.65 

35.90 

41.46 

72.15 

78.75 

14.65 

21.40 

71.35 

77.85 

20.21 

33.23 

10.04 

17.50 

21.17 

33.95 

14.54 
27.12 

33.68 


26.87 
40.44 

42.41 


These  two  sets  of  figures,  reflecting  certain 
phases  of  educational  conditions  in  the  United 
States  as  a  whole  in  1900  and  1910,  illustrate 
the  purpose  and  method  of  the  new  index 
number.  Ten  phases  of  educational  condi- 
tions are  measured.  The  numbers  measuring 
them  are  brought  into  comparability  with 
100,  which  is  a  definable  standard  of  attain- 
ment. These  10  numbers  are  then  added  and 
averaged  and  thus  condensed  into  a  single 
index  number.  This  single  number  in  the 
present  case  is  33.68  for  the  year  1900  and 
42.41  for  the  year  1910.  The  increase  during 
the  period  is  the  difference  between  them,  or 
8.73. 

This  increase  represents  improvement.  It 
is  the  average  increase  in  10  different  measure- 
ments of  school  accomplishment,  when  all  10 
measures  are  expressed  in  fairly  comparable 
terms.  It  is  a  single  number  expressing  the 
average  increase  in  10  different  measures  of 
the  diffusion,  the  quantity,  and  the  quality  of 
the  public  education  received  by  the  children. 

It  is  not  claimed  that  educational  efficiency 
varies  directly  with  any  or  all  of  these  meas- 
ures, or  is  completely  reflected  by  them.  For 
the  present  such  exact  appraisal  of  effort  and 
accomplishment  in  education  is  not  attain- 
22 


able.  We  can,  however,  secure  from  the  data 
presented  in  this  volume  convincing  evidence 
that  there  is  a  real  relationship  between  ex- 
penditure and  results  in  education.  We  can- 
not prove  that  the  higher  paid  teacher  is  in- 
dividually more  skilled  than  the  lower  paid 
one,  but  it  can  be  shown  that  as  salaries  in- 
crease, attendance  improves,  and  more  pupils 
are  found  in  the  high  schools.  It  can  further 
be  shown  that  as  salaries  increase,  expendi- 
tures for  purposes  other  than  salaries  also 
increase  and  this  results  in  better  buildings 
and  equipment.  It  is  further  evident  that,  in 
general,  the  purely  educational  items  of  the 
index  tend  to  increase  as  the  financial  items 
grow  larger  even  where  there  is  no  functional 
connection  between  the  two  sets  of  data. 

DATA  FOR  48  YEARS 

In  Table  1,  on  page  25,  data  are  presented 
showing  the  10  items  and  the  resulting  index 
number  for  the  public  schools  of  the  entire 
United  States  from  1871  through  1918.  In 
each  case  the  year  named  is  that  in  which  the 
school  year  ended.  Thus  1918  refers  to  the 
school  year  1917-18.  The  10  items  are  the 
ones  that  have  been  explained  in  the  pre- 
ceding pages  and  they  bear  the  same  numbers 
23 


from  one  to  10.  The  final  column  gives  the 
index  number  which  is  the  average  of  the  10 
items.  All  the  data  are  from  the  reports  of 
the  Federal  Bureau  of  Education.  Those  for 
1918  are  from  data  as  yet  unpublished  but 
furnished  through  the  courtesy  of  the  Com- 
missioner of  Education.  The  data  for  1917 
are  not  as  yet  available. 

Every  endeavor  has  been  made  to  insure 
the  accuracy  of  the  figures  here  presented. 
They  have  been  most  carefully  checked  and 
finally  subjected  to  an  independent,  dupli- 
cate re-computation  in  the  attempt  to  find 
and  exclude  any  errors.  It  will  be  found,  how- 
ever, that  there  are  certain  minor  discrepan- 
cies between  the  figures  here  presented  and 
the  official  figures  hi  the  reports  of  the  Com- 
missioner of  Education.  Some  of  these  are 
due  to  the  fact  that  the  Federal  Bureau  fre- 
quently receives  new  data  after  the  annual 
report  has  gone  to  press  and  uses  them  to 
correct  the  figures  involved  when  the  next 
report  is  printed.  Other  differences  are  in- 
troduced as  each  new  set  of  Census  reports 
makes  it  possible  to  correct  the  computations 
of  school  population.  The  attempt  has  been 
made  to  take  these  corrections  into  account. 
Because  of  this  the  figures  are,  in  some  in- 
24 


TABLE  1.— COMPONENTS  AND  INDEX  NUMBERS.    UNITED 
STATES.     1871  TO  1918 


Year 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

Index 

1871 

36.94 

24.35 

66.05 

1.25 

65.80 

15.20 

5.62 

13.08 

11.67 

16.11 

25.61 

1872 

37.08 

24.73 

66.70 

1.48 

65.90 

15.93 

5.91 

13.46 

12.15 

16.67 

26.00 

1873 

36.98 

23.87 

64.55 

1.71 

65.90 

16.06 

5.94 

13.38 

11.93 

16.75 

25.71 

1874 

38.52 

24.81 

64.40 

1.78 

65.95 

15.84 

6.10 

13.43 

11.59 

17.08 

25.95 

1875 

39.14 

25.52 

65.20 

1.83 

66.00 

15.91 

6.23 

13.49 

10.97 

17.67 

26.20 

1876 

38.59 

25.68 

66.55 

1.93 

66.00 

15.70 

6.06 

13.34 

10.48 

17.75 

26.21 

1877 

38.69 

25.55 

66.05 

1.99 

66.00 

14.64 

5.66 

12.40 

9.02 

17.17 

25.72 

1878 

40.28 

26.58 

66.00 

1.97 

66.10 

13.68 

5.51 

11.89 

7.93 

16.92 

25.69 

1879 

39.97 

26.02 

65.10 

2.14 

66.20 

12.97 

5.18 

11.33 

7.34 

16.25 

25.25 

1880 

40.78 

26.55 

65.15 

2.25 

66.30 

12.71 

5.18 

11.36 

7.21 

16.27 

25.38 

1881 

39.96 

25.99 

65.05 

2.44 

66.40 

13.61 

5.44 

11.86 

8.34 

16.42 

25.55 

1882 

40.32 

26.45 

65.60 

2.65 

66.50 

14.05 

5.66 

12.45 

8.97 

16.92 

25.96 

1883 

41.47 

26.91 

64.90 

2.71 

66.60 

14.54 

6.01 

13.24 

9.61 

17.75 

26.37 

1884 

43.02 

27.77 

64.55 

3.19 

66.70 

14.62 

6.29 

13.70 

9.87 

18.17 

26.79 

1885 

43.51 

28.43 

65.35 

3.70 

66.80 

15.11 

6.57 

14.11 

10.26 

18.67 

27.25 

1886 

43.96 

28.66 

65.20 

4.19 

66.90 

15.06 

6.62 

14.25 

9.85 

19.17 

27.39 

1887 

43.95 

28.85 

65.65 

4.69 

67.00 

15.07 

6.62 

14.21 

9.67 

19.33 

27.50 

1888 

44.35 

29.34 

66.15 

6.60 

67.10 

15.72 

6.97 

14.91 

10.43 

19.92 

28.15 

1889 

44.06 

29.45 

66.85 

7.08 

67.30 

16.55 

7.29 

15.49 

11.23 

20.42 

28.57 

1890 

43.97 

29.60 

67.35 

7.47 

73.44 

17.23 

7.58 

16.09 

11.94 

21.03 

29.57 

1891 

44.49 

30.19 

67.85 

7.56 

67.41 

17.54 

7.80 

16.69 

12.18 

21.83 

29.35 

1892 

44.61 

30.54 

68.45 

8.41 

68.31 

18.20 

8.12 

17.35 

12.97 

22.33 

29.93 

1893 

45.04 

30.79 

68.15 

8.63 

66.93 

18.59 

8.37 

17.87 

13.49 

22.75 

30.06 

1894 

45.99 

32.08 

69.75 

9.36 

67.92 

18.61 

8.56 

18.48 

13.67 

23.42 

30.78 

1895 

46.72 

32.59 

69.75 

11.00 

69.91 

18.41 

8.60 

18.41 

12.97 

23.83 

31.22 

1896 

46.89 

32.94 

70.25 

11.65 

70.98 

18.75 

8.79 

18.89 

13.57 

24.42 

31.71 

1897 

47.62 

33.81 

71.00 

12.21 

73.49 

18.68 

8.90 

19.31 

13.60 

24.58 

32.32 

1898 

48.01 

34.33 

71.50 

13.03 

72.67 

18.75 

9.00 

19.71 

13.54 

25.17 

32.57 

1899 

47.12 

33.69 

71.50 

13.82 

70.61 

19.38 

9.13 

20.23 

13.71 

26.00 

32.50 

1900 

49.68 

35.90 

72.15 

14.65 

71.35 

20.21 

10.04 

21.17 

14.54 

27.12 

33.68 

1901 

48.75 

35.03 

71.85 

15.18 

70.81 

21.24 

10.35 

21.95 

15.71 

27.67 

33.85 

1902 

49.66 

35.93 

72.35 

14.95 

70.10 

21.54 

10.70 

22.47 

15.69 

28.58 

34.20 

1903 

48.79 

35.91 

73.60 

16.07 

70.92 

22.88 

11.16 

23.42 

17.22 

29.17 

34.91 

1904 

49.15 

36.05 

73.35 

16.85 

71.92 

24.13 

11.86 

25.01 

18.62 

30.75 

35.77 

1905 

49.05 

37.01 

75.45 

17.77 

73.70 

25.40 

12.28 

26.40 

19.88 

32.17 

36.91 

1906 

49.23 

37.07 

75.30 

18.47 

73.18 

26.29 

12.94 

27.57 

20.71 

33.33 

37.41 

1907 

49.16 

37.31 

75.90 

18.88 

73.04 

28.24 

13.88 

29.17 

22.62 

35.00 

38.32 

1908 

49.39 

38.05 

77.05 

19.01 

73.98 

30.56 

15.09 

31.23 

24.94 

37.00 

39.63 

1909 

52.33 

40.63 

77.65 

19.90 

76.90 

31.66 

16.57 

33.03 

25.92 

39.08 

41.37 

1910 

52.65 

41.46 

78.75 

21.40 

77.85 

33.23 

17.50 

33.95 

26.87 

40.44 

42.41 

1911 

52.02 

40.78 

78.40 

22.96 

78.46 

34.71 

18.06 

34.89 

27.97 

41.58 

42.98 

1912 

52.85 

41.75 

79.00 

24.93 

79.36 

36.26 

19.16 

36.76 

29.76 

43.25 

44.31 

1913 

53.20 

42.05 

79.05 

25.01 

79.42 

38.31 

20.38 

38.43 

31.90 

44.08 

45.18 

1914 

54.68 

43.39 

79.35 

25.72 

79.91 

39.03 

21.34 

39.87 

32.56 

46.50 

46.24 

1915 

56.63 

45.13 

79.70 

26.65 

82.70 

40.47 

22.92 

41.77 

34.85 

47.58 

47.84 

1916 

57.20 

45.85 

80.15 

28.43 

83.06 

41.72 

23.87 

42.89 

35.93 

48.84 

48.79 

1918 

56.20 

45.20 

80.35 

31.78 

75.70 

49.11 

27.58 

47.61 

44.07 

52.50 

51.01 

25 


stances,  slightly  different  from  the  figures 
published  by  the  Federal  Bureau  for  the  same 
year.  In  most  cases  these  differences  are  in 
the  decimal  places  only. 

The  figures  of  the  last  column  of  Table  1 
show  that  the  index  number  for  the  United 
States  has  made  almost  unbroken  progress 
during  the  past  half  century  except  during 
the  first  decade,  from  1871  to  1880.  This 
decade  was  a  period  of  severe  financial  dis- 
turbance and  depression  following  the  Civil 
War. 

During  this  period  teachers'  salaries  (col- 
umn 10)  first  advanced  and  then  were  re- 
duced, expenditures  for  purposes  other  than 
teaching  (column  9)  were  sharply  cut  down, 
the  school  term  (column  3)  was  shortened, 
and  the  proportion  of  children  of  school  age 
attending  (column  1)  increased  but  little. 
The  index  number  during  the  period  shows  a 
slight  falling  off. 

From  this  point  on  the  record  is  one  of  al- 
most unbroken  progress.  In  general  terms 
it  may  be  stated  that  the  index  number 
doubled  within  the  period,  advancing  from 
26  at  the  beginning  to  51  at  the  end. 


26 


GROUPS  OF  STATES 

The  reports  of  the  Bureau  of  Education  have 
presented  their  data,  not  only  for  the  indi- 
vidual states,  but  also  for  five  great  groups  of 
states  or  divisions.  The  states  constituting 
these  five  divisions  are  the  following: 

NORTH  ATLANTIC  DIVISION 
Maine 

New  Hampshire 
Vermont 
Massachusetts 
Rhode  Island 
Connecticut 
New  York 
New  Jersey 
Pennsylvania 

NORTH  CENTRAL  DIVISION 
Ohio 
Indiana 
Illinois 
Michigan 
Wisconsin 
Minnesota 
Iowa 
Missouri 
North  Dakota 
South  Dakota 
Nebraska 
Kansas 

SOUTH  ATLANTIC  DIVISION 
Delaware 
Maryland 

District  of  Columbia 
Virginia 
West  Virginia 
North  Carolina 
South  Carolina 
Georgia 
Florida 

27 


SOUTH  CENTRAL  DIVISION 
Kentucky 
Tennessee 
Alabama 
Mississippi 
Louisiana 
Texas 
Arkansas 
Oklahoma 

WESTERN  DIVISION 
Montana 
Wyoming 
Colorado 
New  Mexico 
Arizona 
Utah 
Nevada 
Idaho 

Washington 
Oregon 
California 

The  index  numbers  have  been  worked  out  for 
these  five  divisions  for  each  decade  year  and 
1918.  The  results  are  presented  in  Table  2. 


TABLE  2— INDEX  NUMBERS  FOR  DIVISIONS. 
SEVEN  PERIODS 


Year 

North 
Atlantic 
Divi- 
sion 

North 
Central 
Division 

South 
Atlantic 
Division 

South 
Central 
Division 

Western 
Division 

Conti- 
nental 
United 
States 

1871 

30.76 

25.82 

18.41 

18.20 

28.81 

25.61 

1880 

30.47 

27.28 

18.64 

17.56 

30.61 

25.38 

1890 

36.54 

31.20 

21.67 

21.38 

35.86 

29.57 

1900 

42.85 

35.72 

23.51 

23.05 

38.16 

33.68 

1910 

50.06 

45.50 

31.09 

30.31 

54.68 

42.41 

1916 

57.09 

52.98 

34.54 

34.75 

62.87 

48.79 

1918 

58.94 

56.66 

34.76 

35.83 

64.24 

51.01 

28 


The  figures  of  the  table  indicate  that  the 
school  systems  of  the  western  states  have 
made  the  greatest  progress  during  the  period 
covered.  In  all  the  divisions  the  most  rapid 
forward  movement  was  made  during  the  dec- 
ade from  1900  to  1910.  In  the  eight  years 
from  1910  to  1918  the  most  noteworthy  ad- 
vance was  made  by  the  states  of  the  North 
Central  Division.  These  states  of  the  Middle 
West  show  particularly  rapid  progress  during 
the  last  two  years  of  the  period. 


29 


STANDING  OF  THE  STATES  IN  1890 
In  addition  to  the  index  numbers  for  the  en- 
tire country  and  for  its  divisions,  the  data 
have  been  computed  for  each  state  for  three 
decade  years  and  the  final  year.  Table  3  gives 
the  figures  for  the  10  items  in  the  index  num- 
ber for  each  state  and  the  District  of  Co- 
lumbia for  the  school  year  ended  in  1890. 
For  convenience  of  reference  the  states  are 
arranged  in  alphabetical  order. 

In  Table  3  the  figures  are  given  for  only  47 
states  because  the  data  for  Oklahoma  did  not 
run  back  to  that  year.  In  this  and  the  similar 
tables  which  follow,  figures  for  the  District 
of  Columbia  have  been  included,  but  it 
should  be  remembered  that  they  are  only 
partly  comparable  with  the  other  figures  be- 
cause the  District  of  Columbia  mostly  con- 
sists of  one  considerable  city. 

The  figures  indicate  that  Massachusetts 
with  an  index  number  of  45.86  was  the  leading 
state  in  1890,  and  was  followed  by  California, 
New  York,  Rhode  Island,  and  Connecticut 
in  that  order.  The  lowest  index  number- 
that  of  New  Mexico — was  10.02,  or  dis- 
tinctly less  than  one-quarter  as  large  as  the 
number  for  Massachusetts. 


30 


TABLE  3.— COMPONENTS  AND  INDEX  NUMBERS 
OF  STATES.    1890 


State 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

ndex 

Ala. 

33.78 

12.41 

36.75 

.62 

74.42 

4.88 

1.65 

5.87 

2.52 

8.71 

18.16 

Ariz. 

31.02 

19.54 

63.00 

2.70 

61.54 

38.68 

12.00 

31.60 

23.10 

44.30 

32.75 

Ark. 

36.95 

13.86 

37.50 

2.02 

76.07 

6.84 

2.53 

8.45 

1.98 

14.45 

20.07 

Cal. 

51.15 

40.31 

78.80 

8.00 

89.39 

35.38 

18.10 

39.77 

20.80 

56.17 

43.79 

Colo. 

42.69 

30.82 

72.20 

6.73 

61.04 

43.43 

18.54 

29.50 

44.56 

28.72 

37.83 

Conn. 

57.06 

52.07 

91.25 

14.11 

65.27 

25.79 

14.71 

21.96 

18.98 

27.75 

38.90 

D.  C. 

48.20 

46.51 

96.50 

18.59 

92.93 

32.14 

15.49 

50.66 

27.88 

57.39 

48.63 

Del. 

41.37 

32.68 

79.00 

8.32 

71.92 

11.60 

5.19 

14.67 

4.12 

24.12 

29.30 

Fla. 

49.82 

29.89 

60.00 

2.36 

97.29 

7.97 

3.97 

8.58 

12.90 

12.35 

28.52 

Ga. 

35.32 

12.51 

35.20 

2.18 

50.72 

4.17 

1.47 

5.33 

.72 

9.74 

15.73 

Idaho 

41.59 

14.51 

34.90 

2.65 

64.71 

17.79 

7.40 

14.17 

9.98 

20.39 

22.81 

111. 

49.80 

35.36 

71.00 

9.23 

57.49 

21.63 

10.77 

20.95 

15.96 

26.44 

31.87 

Ind. 

52.85 

35.94 

68.00 

7.36 

61.71 

15.33 

8.10 

16.46 

6.70 

25.73 

29.82 

Iowa 

53.10 

39.29 

74.00 

11.47 

62.75 

20.84 

11.07 

10.01 

13.48 

13.55 

30.96 

Kans. 

53.97 

32.38 

60.00 

7.13 

67.87 

20.44 

11.03 

16.94 

16.04 

20.58 

30.64 

Ky. 

37.98 

17.85 

47.00 

1.96 

82.93 

9.78 

3.71 

8.79 

3.08 

20.84 

23.39 

La. 

24.18 

12.67 

52.40 

2.73 

45.82 

8.60 

2.15 

12.74 

5.72 

16.99 

18.40 

Maine 

60.49 

33.87 

56.00 

17.06 

82.84 

13.50 

8.16 

7.36 

10.44 

9.03 

29.88 

Mass. 

67.17 

59.45 

88.50 

20.95 

73.84 

30.26 

20.32 

33.46 

21.64 

42.99 

45.86 

Md. 

33.54 

31.36 

93.50 

3.23 

84.93 

18.67 

6.26 

20.81 

8.18 

32.50 

33.30 

Mich. 

48.50 

36.38 

75.00 

14.01 

70.95 

18.97 

9.20 

13.94 

14.36 

17.32 

31.86 

Minn. 

33.73 

15.85 

47.00 

12.86 

71.39 

32.96 

11.12 

19.72 

26.12 

23.82 

29.45 

Miss. 

42.43 

17.61 

41.50 

1.04 

89.62 

5.52 

2.34 

6.31 

1.42 

11.00 

21.88 

Mo. 

46.15 

24.00 

52.00 

4.50 

60.44 

14.13 

6.52 

16.42 

10.20 

20.98 

25.54 

Mont. 

44.39 

31.67 

71.35 

12.65 

73.26 

34.36 

15.25 

24.31 

25.96 

30.25 

36.34 

Neb. 

45.83 

18.79 

41.00 

8.82 

68.93 

23.10 

10.59 

13.32 

17.10 

16.78 

26.43 

Nev. 

50.59 

35.41 

70.00 

13.27 

45.45 

31.88 

16.13 

26.81 

10.12 

45.08 

34.47 

N.  C. 

35.51 

10.51 

29.60 

.52 

84.66 

3.52 

1.25 

4.22 

1.38 

6.78 

17.80 

N.  D. 

41.49 

19.92 

48.00 

2.91 

46.72 

30.30 

12.57 

13.18 

23.74 

16.04 

25.48 

N.  H. 

53.69 

31.60 

58.85 

17.62 

75.59 

20.33 

10.92 

11.30 

15.86 

13.78 

30.95 

N.  J. 

45.26 

43.45 

96.00 

8.89 

57.83 

23.86 

11.28 

31.01 

15.58 

41.77 

37.49 

N.  M. 

27.84 

8.77 

31.50 

7.25 

2.02 

7.68 

3.50 

11.65 

10.02 

N.  Y. 

51.48 

48.01 

93.25 

12.62 

89.93 

27.28 

14.05 

23.06 

21.80 

27.69 

40.92 

Ohio 

52.71 

40.06 

76.00 

11.14 

67.71 

19.30 

10.17 

17.56 

13.20 

23.11 

33.09 

Ore. 

51.23 

30.28 

59.10 

4.20 

63.78 

18.60 

9.53 

13.09 

10.48 

18.80 

27.91 

Penn. 

57.10 

42.14 

73.80 

4.90 

76.48 

18.93 

10.81 

22.00 

17.54 

23.61 

34.70 

R.I. 

50.29 

47.27 

94.00 

16.02 

66.15 

26.10 

13.13 

26.76 

18.66 

34.37 

39.27 

B.C. 

34.57 

12.03 

34.80 

1.06 

24.76 

3.38 

1.08 

4.40 

.82 

7.73 

12.46 

S.  D. 

50.18 

24.09 

48.00 

2.16 

57.47 

24.82 

12.46 

10.77 

16.16 

14.52 

26.06 

Tenn. 

53.50 

23.00 

43.00 

.90 

60.47 

4.72 

2.52 

7.73 

1.92 

12.32 

21.01 

Texas 

37.20 

18.60 

50.00 

3.67 

71.83 

10.89 

4.05 

12.17 

3.76 

20.15 

23.23 

Utah 

31.54 

20.97 

66.50 

.50 

75.00 

18.83 

5.94 

24.19 

19.16 

23.77 

28.64 

Va. 

35.05 

19.77 

56.40 

3.11 

69.74 

8.10 

2.84 

9.90 

2.96 

14.55 

22.25 

Vt. 

56.02 

38.09 

68.00 

16.91 

74.54 

15.50 

8.68 

6.74 

7.50 

10.2 

30.22 

Wash. 

46.62 

22.0* 

48.60 

2.60 

73.91 

25.93 

12.09 

24.80 

27.90 

22.9 

30.80 

Wis. 

39.77 

32.81 

82.50 

12.83 

72.32 

18.96 

7.54 

13.16 

12.30 

17.77 

30.99 

W.Va 

47.45 

23.01 

48.50 

1.71 

55.26 

9.85 

4.67 

9.10 

5.68 

12.9S 

21.82 

Wyo. 

33.20 

19.76 

59.50 

8.30 

65.28 

32.55 

10.81 

22.52 

18.60 

32.17 

30.27 

31 


STANDING  OP  THE  STATES  IN  1900 
Table  4  gives  the  10  items  in  the  index  num- 
bers for  the  school  year  ended  in  1900.  Dur- 
ing the  10  years  that  had  intervened  since  the 
preceding  decade  year  there  was  a  general 
increase  in  the  figures  for  school  attendance 
and  expenditures  which  brought  about  an 
average  increase  in  the  index  numbers  of 
about  five  points.  In  this  table,  Oklahoma 
appears  for  the  first  time.  The  leading  state 
is  still  Massachusetts  with  an  index  number 
of  49.52,  followed  by  New  York,  California, 
Connecticut,  and  Rhode  Island  in  that  order. 
The  lowest  number  is  17.51  for  North  Caro- 
lina. The  difference  between  the  highest 
state  number  and  the  lowest  number  in  1890 
was  approximately  35,  but  in  1900  the  dif- 
ference had  been  somewhat  reduced  and  was 
32.  The  average  increase  in  the  index  num- 
bers for  all  states  was  about  four  points. 

It  is  interesting  to  note  that  during  these 
decades,  when  Massachusetts  was  clearly  the 
leading  state  in  this  composite  measurement, 
the  Commonwealth  not  only  made  a  better 
showing  than  the  other  states  in  the  purely 
educational  items  of  the  index,  but  also  spent 
distinctly  more  per  child  for  the  support  of 
education. 

32 


TABLE  4.— COMPONENTS  AND  INDEX  NUMBERS 
OF  STATES.     1900 


State 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

Index 

Ala. 
Ariz. 
Ark. 
Cal. 
Colo. 

45.61 
32.58 
41.75 
56.03 
61.69 

17.85 
20.35 
16.20 
46.55 
46.25 

39.15 
62.50 
38.75 
83.10 
74.90 

3.85 
5.07 
4.95 
19.18 
24.19 

63.19 
49.57 
73.99 
66.27 
65.41 

3.46 
29.45 
7.01 
35.00 
38.12 

1.58 
9.59 
2.93 
19.61 
23.52 

7.83 
31.30 
8.20 
37.86 
32.36 

.71 
21.72 
1.64 
15.38 
11.62 

11.70 
39.51 
14.47 
59.07 
37.88 

19.50 
30.17 
20.99 
43.80 
41.59 

Conn. 
D.  C. 
Del. 
Fla. 
Ga. 

52.18 
50.12 
46.92 
42.71 
37  PO 

49.30 
44.70 
37.65 
21.60 
21.75 

94.50 
90.50 
80.00 
46.50 
56.00 

21.79 
29.03 
13.91 
6.01 
5.88 

76.70 
61.99 
61.85 
58.88 
60.44 

28.58 
34.63 
13.99 
10.21 
6.64 

14.92 
17.36 
5.69 
4.36 
2.52 

31.94 
41.74 
13.64 
11.64 
8.15 

20.94 
21.98 
5.08 
5.66 
1.12 

40.46 
57.00 
22.32 
16.89 
14.93 

43.13 
44.90 
30.10 
22.45 
21.54 

29.25 
37.18 
36.33 
34.49 
31.54 
25.23 
21.55 
33.70 
49.52 
35.49 

35.60 
35.41 
20.89 
31.65 
39.51 
36.11 
42.37 
17.51 
34.83 

Idaho 
111. 
Ind. 

50.16 
54.13 

57.79 

26.60 
43.40 
43.90 

53.00 
76.00 
76.00 

6.64 
15.23 
18.45 

80.00 
64.40 
73.43 

18.22 
24.07 
19.28 

9.14 
13.03 
11.02 

15.73 
28.12 
21.84 

11.66 
16.78 
15.94 

21.38 
36.63 
25.61 

Iowa 

Kans. 

Ear. 

La. 

Maine 
Mass. 
Md. 

Mich. 
Minn. 
Miss. 
Mo. 
Mont. 
Neb. 
Nev. 
N.  C. 
N.  D. 
N.  H. 

N.  J. 

N.  M. 
N.  Y. 
Ohio 
Okla. 
Ore. 
Penn. 
R.I. 
B.C. 
8.  D. 

Tenn. 
Texas 
Utah 
Va. 
Vt. 
Wash. 
Wis. 
W.Va. 
Wyo. 

55.00 
56.35 
45.84 
31.11 
57.17 
57.08 
38.42 

52.87 
47.99 
36.08 
47.60 
54.84 
56.52 
50.73 
30.91 
49.90 

43.45 
35.55 
26.45 
18.65 
40.30 
53.70 
36.10 

42.75 

36.15 
18.95 
34.40 
38.35 
46.00 
39.05 
10.95 
38.95 

79.00 
63.10 
57.70 
60.00 
70.50 
94.50 
94.00 

80.90 
84.50 
52.55 
72.00 
70.00 
67.50 
77.00 
35.40 
77.85 

23.89 
17.09 
5.36 
4.54 
26.86 
29.43 
8.94 

24.70 
15.19 
6.03 
13.44 
20.35 
25.08 
27.52 
1.37 
7.78 

68.25 
64.91 
72.14 
58.10 
77.79 
77.70 
76.92 

72.86 
68.86 
66.47 
66.19 
64.65 
66.12 
61.42 
75.28 
64.24 

21.89 
17.66 
8.58 
7.76 
17.53 
37.76 
21.95 

18.68 
23.15 
6.48 
16.99 
35.44 
24.22 
47.81 
4.34 
33.08 

12.04 
9.95 
3.93 
2.41 
10.02 
21.55 
8.43 

9.88 
11.11 
2.34 
8.09 
19.43 
13.68 
24.26 
1.39 
16.54 

11.59 
16.74 
11.09 
11.38 
11.07 
42.42 
23.67 

17.51 
22.15 
6.68 
20.10 
29.31 
19.39 
28.89 
5.25 
14.71 

14.04 
11.08 
3.28 
2.62 
9.90 
30.88 
11.74 

12.72 
14.70 
1.80 
13.62 
23.56 
19.42 
28.34 
1.58 
28.62 

15.74 
22.97 
17.95 
18.93 
15.89 
50.15 
34.67 

23.09 
30.24 
11.50 
24.10 
39.14 
23.23 
40.65 
8.59 
16.68 

52.51 

42.38 
40.92 
48.01 
52.25 
53.01 
57.77 
48.58 

35.50 

39.20 
19.75 
44.65 
43.10 
25.25 
33.70 
40.45 

67.65 

92.50 

48.30 
87.50 
82.50 
47.65 
58.30 
83.35 

23.28 

16.64 
3.25 
21.82 
22.25 
1.58 
8.92 
11.37 

76.21 

60.67 
69.93 
87.01 
76.09 
53.42 
63.34 
62.34 

22.02 

30.26 
15.31 

38.97 
21.63 
10.77 
24.75 
25.12 

11.56 

12.82 
6.26 
18.71 
11.30 
5.71 
14.30 
12.21 

14.75 

38.26 
14.82 
39.96 
21.36 
12.20 
17.76 
30.45 

15.64 

25.10 
10.32 
33.12 
13.78 
9.42 
21.62 
24.02 

19.02 

44.80 
19.65 
45.95 
29.11 
13.72 
20.00 
31.77 

33.82 

40.26 
24.86 
46.57 
37.34 
23.27 
32.04 
36.97 

45.05 
40.43 
57.82 

48.95 
36.80 
56.34 
32.44 
55.50 
59.05 
50.11 
46.92 
51.47 

42.70 
17.90 
46.65 

23.50 
19.90 
41.25 
19.30 
43.35 
43.70 
40.10 
24.85 
28.30 

93.50 
44.20 
64.55 

48.00 
54.10 
75.50 
59.50 
78.00 
74.00 
80.00 
53.00 
55.00 

22.46 
5.96 
11.55 

4.80 
11.37 
6.61 
6.40 
21.94 
16.18 
19.97 
3.88 
10.54 

74.77 
73.45 
73.77 

66.68 
68.67 
78.69 
58.38 
75.77 
62.05 
73.65 
51.55 
76.73 

34.09 
4.44 
23.51 

5.17 
11.35 
21.21 
9.70 
22.85 
27.98 
17.73 
21.27 
24.95 

15.36 
1.80 
13.59 

2.53 
4.18 
11.95 
3.15 
12.68 
16.52 
8.88 
9.97 
12.84 

34.22 
6.70 
13.87 

7.94 
12.40 
30.52 
9.30 
11.96 
22.53 
17.53 
18.66 
18.54 

24.86 
1.48 
16.84 

2.04 
2.42 
18.32 
4.60 
17.68 
22.28 
11.18 
26.50 
14.42 

43.49 
11.15 
17.81 

12.72 
22.14 
34.66 
14.19 
14.67 
27.12 
23.99 
14.09 
26.37 

43.05 
20.75 
33.99 

22.23 
24.43 
37.51 
21.69 
35.44 
37.14 
34.31 
27.07 
31.91 

33 


STANDING  OF  THE  STATES  IN  1910 
Table  5  gives  the  10  items  in  the  index  num- 
ber for  the  48  states  and  the  District  of  Co- 
lumbia for  the  school  year  ended  in  1910.  In 
this  case  the  leading  state  is  Washington 
which  had  made  striking  progress  during  the 
two  previous  decades  and  appears,  in  1910, 
with  an  index  number  of  61.21.  It  is  followed 
by  California,  Massachusetts,  Nevada,  and 
New  Jersey,  and  the  lowest  number  is  24.87 
for  South  Carolina.  In  this  instance  the  dif- 
ference between  the  highest  record  and  the 
lowest  is  approximately  36,  which  is  some- 
what greater  than  the  differences  in  the  two 
previous  decade  years.  The  average  gain  hi 
the  index  numbers  was  about  nine  points  as 
compared  with  four  during  the  previous 
decade. 

It  is  noteworthy  that  California  always 
appears  among  the  leaders  in  these  compari- 
sons. The  state  consistently  shows  a  high 
record  hi  each  of  the  years  compared  and  if  all 
the  comparisons  that  have  been  made  are 
taken  into  consideration  it  is  found  that  Cali- 
fornia has  not  only  the  most  consistently  high 
record  among  the  states,  but  also  the  highest 
average  record  of  all. 


34 


TABLE  5— COMPONENTS  AND  INDEX  NUMBERS  OF 
STATES.     1910 


State 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

nclex 

Ala. 

38.98 

22.90 

58.65 

9.02 

72.52 

11.04 

4.30 

13.82 

11.86 

26.13 

26.93 

Ariz. 

40.97 

27.80 

67.75 

16.95 

84.25 

49.81 

20.40 

48.99 

30.42 

68.06 

45.54 

Ark. 

47.94 

25.55 

53.25 

7.75 

72.59 

12.49 

5.99 

13.95 

3.75 

23.70 

26.70 

Cal. 

53.09 

48.35 

91.00 

36.81 

80.45 

63.52 

33.73 

66.74 

54.27 

76.45 

60.44 

Colo. 

55.78 

43.55 

78.00 

34.13 

75.24 

48.47 

27.03 

41.76 

34.87 

53.47 

49.23 

Conn. 

57.66 

53.50 

92.35 

26.92 

80.62 

37.02 

21.35 

43.03 

33.80 

46.76 

49.31 

D.C. 

62.12 

56.35 

90.60 

34.74 

74.42 

60.05 

37.30 

18.45 

54.62 

74.62 

56.33 

Del. 

42.08 

36.35 

86.25 

22.95 

78.12 

26.81 

11.28 

25.38 

17.13 

34.53 

38.09 

Fla. 

54.83 

31.65 

53.00 

9.49 

67.23 

17.07 

9.36 

18.41 

12.78 

23.04 

29.69 

Ga. 

41.71 

31.00 

72.20 

12.48 

73.04 

12.76 

5.33 

14.58 

7.28 

20.84 

29.12 

Idaho 

56.12 

38.35 

68.50 

18.04 

74.77 

42.52 

23.86 

40.61 

37.12 

45.77 

44.57 

111. 

55.26 

47.55 

85.50 

24.32 

77.88 

43.70 

24.14 

48.27 

43.00 

49.03 

49.86 

Ind. 

61.26 

45.05 

73.50 

31.22 

83.87 

35.43 

21.71 

35.98 

27.97 

43.54 

45.95 

Iowa 

56.81 

48.85 

86.00 

32.93 

72.29 

35.44 

13.14 

19.28 

24.60 

25.17 

41.45 

Kans. 

58.01 

47.45 

81.75 

27.06 

69.35 

33.69 

19.54 

30.35 

27.73 

35.72 

43.06 

Ky. 

44.55 

27.85 

62.50 

9.21 

72.99 

17.92 

7.98 

21.21 

12.07 

28.12 

30.44 

La. 

33.93 

23.05 

67.80 

8.01 

64.73 

23.27 

7.90 

28.19 

18.02 

34.55 

30.94 

Maine 

62.10 

49.40 

79.50 

31.04 

72.70 

27.43 

17.04 

16.40 

20.84 

20.34 

39.68 

Mass. 

60.62 

56.90 

93.00 

37.03 

86.21 

45.35 

27.69 

54.77 

38.44 

63.10 

56.32 

Md. 

40.33 

37.35 

92.50 

16.74 

76.58 

26.01 

10.49 

28.66 

13.03 

42.96 

38.47 

Mich. 

58.45 

49.90 

85.50 

27.05 

78.10 

32.92 

19.24 

33.81 

26.94 

39.94 

45.19 

Minn. 

57.11 

42.55 

74.50 

22.96 

71.46 

39.38 

22.46 

37.72 

36.47 

40.51 

44.51 

Miss. 

42.77 

28.60 

61.50 

8.85 

74.03 

10.43 

4.46 

11.17 

4.52 

17.50 

26.39 

Mo 

5048 

39  10 

7750 

20.11 

74  09 

2664 

1345 

29  64 

20.15 

W86 

38.80 

Mont. 

49.26 

45.45 

92.25 

21.77 

71.36 

63.76 

31.39 

48.77 

57.20 

53.78 

53.50 

Neb. 

53.25 

46.40 

87.00 

30.59 

70.31 

39.01 

20.77 

27.98 

30.26 

34.25 

43.99 

Nev. 

42.43 

30.90 

72.65 

32.26 

65.60 

83.66 

35.51 

52.77 

105.21 

39.19 

56.01 

N.  C. 

48.02 

24.50 

50.95 

7.70 

79.66 

9.17 

4.40 

11.28 

4.78 

16.68 

25.71 

N.  D. 

53.87 

39.85 

73.65 

14.69 

65.73 

50.46 

27.19 

25.66 

45.45 

28.21 

42.48 

N.  H. 

53.87 

44.20 

82.00 

32.61 

85.05 

33.02 

17.78 

22.67 

26.17 

27.37 

42.47 

N.  J. 

51.94 

47.85 

92.00 

20.87 

81.49 

52.65 

27.34 

58.81 

50.78 

60.89 

54.47 

N.  M. 

43.69 

21.85 

50.00 

10.78 

87.31 

21.22 

9.27 

22.42 

15.00 

29.03 

31.05 

N.  Y. 

54.31 

51.00 

93.75 

27.56 

77.97 

46.22 

25.09 

47.95 

27.09 

67.77 

51.87 

Ohio 

60.29 

51.00 

85.00 

28.97 

84.07 

39.32 

23.70 

38.17 

32.62 

43.70 

48.68 

Okla. 

53.72 

32.05 

70.00 

9.56 

73.01 

24.18 

12.99 

29.64 

20.63 

33.99 

35.97 

Ore. 

61.57 

42.60 

69.00 

25.81 

74.86 

44.85 

27.62 

43.48 

45.30 

43.03 

47.81 

Perm. 

52.94 

44.95 

85.00 

19.48 

75.32 

39.95 

21.13 

46.95 

40.66 

46.15 

47.25 

R.  I. 

51.02 

49.25 

96.50 

32.77 

89.35 

40.46 

20.64 

43.70 

34.02 

50.64 

50.84 

S.  C. 

46.52 

24.45 

52.55 

6.86 

73.41 

8.00 

3.72 

11.67 

3.91 

17.64 

24.87 

S.  D. 

47.26 

39.35 

82.95 

21.51 

65.35 

47.32 

22.60 

26.28 

45.67 

27.45 

42.57 

Tenn. 

52.21 

33.95 

65.00 

7.78 

67.67 

12.10 

6.32 

17.83 

7.66 

24.36 

29.49 

Texas 

42.05 

27.50 

65.50 

16.74 

71.17 

21.62 

9.09 

23.66 

13.97 

32.03 

32.34 

Utah 

56.89 

46.S5 

82.40 

15.59 

87.55 

44.09 

25.09 

53.70 

47.66 

49.34 

50.92 

Va. 

39.82 

27.90 

70.00 

13.38 

69.83 

16.99 

6.77 

17.59 

12.39 

22.36 

29.70 

Vt. 

66.55 

53.35 

80.00 

26.55 

71.99 

30.88 

20.55 

20.59 

28.51 

22.16 

42.11 

Wash 

60.47 

52.25 

86.00 

35.68 

80.24 

67.22 

40.65 

60.98 

70.89 

57.65 

61.21 

Wifl. 

46.23 

41.65 

90.00 

29.96 

81.29 

33.67 

15.57 

30.52 

25.41 

38.01 

43.23 

W.Va 

53.  (50 

35.90 

67.00 

6.38 

73.07 

21.56 

11.57 

19.43 

13.22 

26.93 

32.87 

Wyo. 

54.17 

40.20 

70.45 

15.54 

68.69 

47.58 

25.77 

29.91 

36.91 

36.61 

42.59 

35 


STANDING  OP  THE  STATES  IN  1918 
Table  6  gives  the  10  items  in  the  index  num- 
bers for  1918.  During  the  eight  years  inter- 
vening since  the  previous  decade  year  many 
important  changes  took  place.  The  leading 
state  is  Montana  with  an  index  number  of 
75.79,  followed  by  California,  Arizona,  New 
Jersey,  and  Washington.  The  lowest  record 
is  that  of  South  Carolina  with  an  index  num- 
ber of  29.39.  It  is  noteworthy  that,  while  the 
difference  between  the  highest  index  number 
and  the  lowest  in  the  previous  decade  years 
was  35,  32,  and  36,  it  had  by  1918  increased 
to  more  than  46.  The  evidence  indicates 
that,  while  the  states  with  the  lowest  numbers 
had  made  relatively  slight  progress,  those 
with  the  highest  numbers  had  made  marked 
progress.  The  average  increase  during  the 
eight  years  of  the  period  was  about  nine 
points. 

During  the  period  from  1910  to  1918  a 
number  of  striking  changes  took  place.  Iowa 
advanced  from  30th  place  to  seventh  place, 
and  Michigan  from  19th  to  10th.  In  the  same 
period  Rhode  Island  fell  from  10th  place 
to  26th. 


36 


TABLE  6.— COMPONENTS  AND  INDEX  NUMBERS 
OF  STATES.    1918 


State 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

ndez 

Ala. 

44.92 

27.75 

62.00 

16.27 

70.11 

17.75 

7.98 

20.13 

10.16 

28.73 

0.58 

Ariz. 

62.04 

o0.26 

81.00 

27.34 

81.77 

85.43 

53.00 

69.06 

72.26 

79.70 

66.19 

Ark. 

53.29 

31.95 

60.00 

11.73 

68.58 

16.65 

8.87 

17.34 

7.74 

26.60 

0.28 

Cal. 

70.85 

61.10 

86.00 

58.79 

77.82 

79.41 

56.26 

72.04 

61.76 

88.06 

71.21 

Colo 

58.12 

48  80 

8400 

40  16 

7246 

70.53 

41.00 

54.31 

62.48 

6049 

9.23 

Conn. 

64.71 

o8.70 

90.50 

35.13 

79.30 

55.89 

36.16 

60.52 

50.85 

65.97 

9.77 

C.  Z. 

25.73 

23.03 

89.50 

30.09 

78.72 

72.72 

28.26 

66.08 

52.60 

84.37 

55.11 

D.  C. 

64.19 

55.50 

86.50 

43.44 

76.05 

66.55 

42.72 

69.93 

46.51 

90.98 

64.24 

Del. 

45.87 

37.60 

82.00 

31.28 

72.56 

35.59 

16.32 

34.24 

22.56 

46.77 

42.48 

FJa. 

50.93 

33.10 

65.00 

17.83 

64.23 

34.04 

17.34 

30.60 

33.45 

31.13 

37.77 

Ga. 

49.12 

34.00 

69.00 

15.46 

73.66 

16.53 

8.12 

20.64 

7.18 

32.31 

32.60 

Hawaii 

72.74 

66.92 

92.00 

6.94 

51.86 

52.04 

37.85 

68.50 

48.16 

73.62 

57.07 

Idaho 

61.25 

45.90 

75.00 

38.44 

71.78 

69.41 

42.52 

56.09 

68.15 

57.11 

58.57 

111. 

61.88 

49.20 

79.50 

32.68 

78.62 

53.53 

33.12 

62.37 

49.58 

66.95 

56.75 

Ind. 

73.37 

56.95 

77.50 

37.87 

82.94 

52.72 

38.68 

57.95 

58.69 

51.38 

58.80 

Iowa 

67.85 

61.05 

90.00 

42.00 

68.87 

74.03 

50.23 

44.15 

79.24 

41.04 

61.85 

Kana. 

58.16 

49.85 

86.00 

51.79 

68.44 

59.34 

34.51 

42.34 

57.42 

43.71 

55.16 

Ky. 

44.51 

33.30 

75.00 

19.41 

67.13 

26.53 

11.81 

23.29 

17.87 

30.89 

34.98 

La. 

39.54 

26.90 

68.00 

19.64 

59.24 

25.79 

10.20 

30.93 

17.42 

40.95 

33.86 

Maine 

63.54 

53.65 

84.50 

47.21 

73.29 

38.97 

24.75 

25.59 

31.65 

30.40 

47.36 

Mass. 

60.58 

52.20 

88.00 

46.13 

80.09 

59.99 

36.34 

63.34 

52.23 

71.53 

61.04 

Md. 

44.54 

37.95 

85.00 

25.14 

60.19 

36.98 

16.48 

43.32 

23.56 

59.04 

43.22 

Mich. 

67.87 

58.35 

86.00 

36.67 

78.03 

61.39 

41.67 

56.28 

65.84 

52.21 

60.43 

Minn. 

58.85 

49.70 

84.50 

38.60 

68.31 

66.87 

39.36 

55.49 

68.37 

54.24 

58.43 

Miss. 

53.11 

36.70 

69.00 

10.96 

67.53 

12.32 

6.55 

14.92 

2.52 

26.79 

30.04 

Mo. 

56.18 

46.45 

82.50 

33.62 

69.27 

45.26 

25.43 

46.14 

37.12 

54.42 

49.64 

Mont. 

86.24 

65.70 

76.00 

34.67 

65.59 

103.08 

88.90 

65.09 

115.23 

57.42 

75.79 

Neb. 

60.92 

50.30 

82.50 

40.61 

68.82 

67.08 

40.87 

46.96 

64.65 

48.66 

57.14 

Nev. 

55.39 

47.40 

85.50 

44.01 

79.16 

76.95 

42.62 

45.50 

56.22 

57.75 

59.05 

N.  C. 

52.35 

32.20 

61.50 

12.91 

70.88 

15.77 

8.26 

17.74 

9.32 

25.00 

30.59 

N.  D. 

53.60 

44.95 

84.00 

29.20 

59.22 

82.87 

44.43 

53.98 

90.35 

49.10 

59.17 

N.  H. 

53.20 

46.25 

87.00 

47.66 

76.79 

59.56 

31.69 

41.80 

54.09 

45.64 

54.37 

N.  J. 

57.33 

53.05 

92.50 

35.92 

85.72 

71.36 

40.92 

75.55 

71.04 

75.90 

65.93 

N.  M. 

44.50 

34.55 

77.50 

17.78 

76.30 

68.67 

30.56 

54.78 

78.51 

46.94 

53.01 

N.  Y. 

53.68 

50.05 

93.50 

37.61 

90.04 

62.35 

33.48 

56.34 

38.75 

77.66 

59.35 

Ohio 

68.11 

oo.  4.  r 

81.50 

37.16 

80.86 

59.46 

40.50 

57.30 

61.52 

55.31 

59.72 

Okla. 

45.72 

35.75 

78.50 

28.45 

68.48 

42.47 

19.42 

41.63 

36.38 

47.60 

44.44 

Ore. 

67.11 

61.40 

91.50 

41.15 

71.13 

57.53 

38.62 

47.04 

46.92 

55.71 

57.81 

Penn. 

56.02 

4'J.OO 

87.50 

30.93 

78.76 

56.61 

31.72 

65.14 

62.37 

58.50 

57.65 

P.  R. 

24.74 

21.65 

87.50 

7.25 

95.22 

21.85 

5.41 

35.24 

18.71 

40.31 

35.79 

R.I. 

48.99 

47.25 

96.50 

34.48 

81.43 

56.03 

27.45 

57.50 

52.29 

61.34 

56.33 

B.C. 

46.14 

26.05 

56.50 

10.28 

58.59 

19.41 

8.96 

24.03 

17.62 

26.25 

29.39 

8.  D. 

44.44 

41.35 

93.00 

39.72 

62.75 

78.27 

34.78 

39.92 

73.79 

42.20 

55.03 

Tenn. 

58.25 

40.70 

70.00 

12.29 

70.20 

18.97 

11.05 

24.78 

14.32 

30.85 

35.14 

Texas 

54.67 

39.90 

73.00 

23.49 

69.62 

31.15 

17.03 

35.29 

26.47 

40.59 

41.12 

Utah 

65.30 

55.10 

84.50 

32.00 

83.88 

62.29 

40.67 

63.93 

62.10 

64.12 

61.39 

Va. 

4S.O! 

33.84 

70.50 

24.49 

62.89 

25.45 

12.24 

24.89 

18.11 

32.07 

35.26 

Vt. 

58.35 

49.9( 

85.  5f 

47.85 

74.41 

50.99 

29.75 

34.49 

46.07 

37.81 

51.51 

Wash. 

53.56 

46.7< 

87.IX 

52.88 

69.57 

78.32 

41.96 

65.46 

63.28 

78.02 

63.67 

Wis. 

50.84 

45.20 

.S9.CX 

41.20 

75.57 

49.53 

25.18 

43.69 

49.14 

44.03 

51.34 

W.  Va. 

53.43 

35.65 

06.50 

22.03 

70.24 

31.42 

16.78 

25.87 

20.57 

34.80 

37.73 

Wyo. 

77.93 

58.50 

75.00 

29.43 

63.83 

65.46 

51.01 

42.27 

53.99 

49.67 

56.71 

37 

447457 


HAWAII,  THE  CANAL  ZONE,  AND  PORTO  Rico 
Table  6  for  1918  gives,  for  the  first  time, 
figures  for  the  school  systems  of  three  Amer- 
ican possessions  outside  of  continental  United 
States.  These  are  Hawaii,  the  Canal  Zone, 
and  Porto  Rico.  The  10  items  for  these  sys- 
tems have  been  gathered  and  the  index  num- 
bers computed  by  the  methods  used  for  the 
48  states.  The  index  number  for  Hawaii  is 
57.07,  which  gives  that  school  system  a  rank 
of  23  among  the  52  systems  included  in  the 
Table.  The  number  of  Hawaii  is  just  below 
those  of  Pennsylvania  and  Nebraska,  and 
just  above  those  of  Illinois  and  Wyoming. 

The  index  number  for  the  Canal  Zone  is 
55.11  with  a  rank  of  28th  place  from  the  top. 
It  takes  its  position  just  below  Rhode  Island 
and  Kansas  and  just  above  South  Dakota 
and  New  Hampshire.  The  schools  of  Porto 
Rico  have  an  index  number  of  35.79  and  a 
rank  of  42  among  the  52  systems.  Their 
number  is  just  below  those  of  Florida  and 
West  Virginia  and  just  above  the  numbers 
for  Virginia  and  Tennessee. 

EDUCATION  IN  PORTO  Rico 
The  data  for  Porto  Rico  are  especially  note- 
worthy.   The  index  number  indicates  that 
38 


the  insular  system  has  a  rank  above  10  of 
the  state  systems.  This  is  particularly  signifi- 
cant in  view  of  the  handicaps  under  which  this 
marked  progress  has  been  made.  The  per 
capita  wealth  of  the  island  is  far  less  than  that 
of  the  poorest  American  state.  According  to 
the  census  figures  the  per  capita  wealth  of  the 
United  States  in  1912  amounted  to  approxi- 
mately $2,000.  That  of  the  least  wealthy 
states  was  something  less  than  $800,  and  the 
highest  per  capita  wealth  hi  any  state  was 
over  $5,000. 

As  contrasted  with  these  figures  the  per 
capita  wealth  of  Porto  Rico  is  stated  hi  1919 
as  being  $200.  These  figures  may  be  accepted 
as  being  reasonably  trustworthy  for  com- 
parative purposes.  They  indicate  that  the 
average  American  state  is  10  times  as  wealthy 
as  Porto  Rico  in  proportion  to  its  population, 
that  the  poorest  state  has  nearly  four  times  as 
much  wealth  per  capita  of  population,  and 
that  the  wealthiest  one  has  something  like 
25  times  as  much  wealth  per  inhabitant. 
Nevertheless,  and  in  spite  of  these  handicaps, 
Porto  Rico  keeps  her  public  schools  open 
for  a  greater  number  of  days  each  year  than 
most  American  states.  In  1918  there  were 
only  11  states  having  a  longer  average  school 
39 


term.  Moreover,  during  the  school  year 
1917-18  the  island  paid  its  teachers  higher 
average  salaries  than  13  American  states,  and 
among  these  13  are  included  practically  all 
the  Southern  states  and  two  of  the  New  Eng- 
land states.  The  Porto  Rican  school  system 
is  supported  from  insular  revenues  without 
subventions  from  the  Federal  government. 
It  has  received  no  financial  support  from  other 
than  local  sources,  save  that  the  island  is  per- 
mitted to  retain  the  customs  revenues  from 
imports  coming  directly  from  foreign  countries 
to  its  ports.  It  must  be  remembered,  more- 
over, that  the  island  has  a  very  large  colored 
population. 

All  of  these  facts  tend  to  indicate  that  the 
educational  effort  of  a  state  is  dependent  on 
its  aspirations  and  ideals  hi  even  greater 
measure  than  on  its  financial  resources.  The 
handicap  of  restricted  resources  is  relative 
rather  than  absolute. 

In  computing  the  expenditures  for  Porto 
Rico  the  disbursements  of  the  local  school 
boards  have  been  included  as  well  as  those 
of  the  insular  government.  This  procedure 
makes  the  data  comparable  with  those  for 
the  states  but  employs  figures  which  differ 
somewhat  from  those  published  by  the 
Bureau  of  Education. 
40 


It  has  not  been  possible  to  secure  data  for 
the  school  systems  of  Alaska  and  the  Philip- 
pine Islands  that  could  fairly  be  compared 
with  those  for  the  several  states.  Such  figures 
as  are  available  indicate  that  these  systems 
are  making  most  credible  records  with  respect 
to  the  length  of  the  school  term,  the  payment 
of  teachers,  and  certain  of  the  other  items. 
However,  the  reports  are  not  sufficiently 
complete  to  make  possible  all  the  computa- 
tions entering  into  the  index  number. 


41 


STANDING  OF  THE  STATES  IN  FOUR  DECADES 
The  index  numbers  of  the  four  preceding 
tables  have  been  brought  together  and  com- 
pared in  Table  7.  In  the  four  columns  of  this 
table  the  index  numbers  for  each  decade  year 
and  1918  are  arranged  in  descending  order 
from  the  highest  to  the  lowest.  The  lines 
running  from  column  to  column  connect  the 
four  records  of  each  state  and  show  whether 
the  relative  standing  of  the  state,  as  shown  by 
its  index  number,  has  moved  upward  or 
downward. 

The  complicated  criss-crossing  of  the  lines 
conveys  the  impression  that  the  shifts  in  the 
index  numbers  have  been  varied  and  numer- 
ous. This  impression  is  only  partly  war- 
ranted by  the  facts.  In  general  the  entire 
group  of  states  has  moved  forward  rather 
steadily.  This  progress  has  been  greater  on 
the  part  of  northern  states  than  among  the 
southern  ones,  and  more  marked  among 
western  states  than  among  eastern  ones. 

Since  the  position  of  each  state  is  given  for 
each  year,  even  a  few  shifts  hi  relative  posi- 
tion occasion  much  crossing  of  lines.  This  is 
accentuated  by  the  bringing  in  of  the  out- 
lying possessions  in  the  last  year. 


42 


TABLE  7.— INDEX  NUMBERS  OF  STATES  AT  FOUR  PERIODS 


1890 


1900 


1910 


N.  M.  10.02 


Mass.  49.52 
N.  Y.  46.57  \ 

-* 


D.  C.  44.90 
CaL  43.80 
Conn.  43.13 
R.  I.  43.05 
Nev.  42.37 
Colo.  41.59 
N.J.  40.26 
Mont.  39.51 
Utah  37.51 
Ohio  37.34 
HI.  37.18 
Wash.  37.14 
Penn.  36.97 
Ind.  36.33 
Neb.  36.11 
Mich.  35.60 
Md.  35.49 
Vt.  35.44  \\ 


1918 

yMont.75.79 
Cal.  71.21 
Ariz.  66.19 
N.J.  65.93 
D.  C.  64.24 
Wash.  63.67 
Iowa  61.85 
Utah  61.39 
Mass.  61.04 
Mich.  60.43 
Conn.  59.77 
Ohio  59.72 
N.  Y.  59.35 
Colo.  59.23 
N.  D.  59.17 
Nev.  59.05 
Ind.  58.80 
Idaho  58.57 
Minn.  58.43 
Ore.  57.81 
Penn.  57.65 
Neb.  57.14 
Hawaii57.07 
in.  56.75 
Wyo.  56.71 
R.  I.  56.33 
Kans.  55.16 
C.  Z.  55.11 
S.  D.  55.03 
N.  H.  54.37 
N.M.  53.dl 
Vt.  51.51 
Wis.  51.34 
Mo.  49.64 
Maine47.36 
Okla.  44.44 
Md.  43.22 
Del.  42.48 
Texas  4 1.12 
Fla.  37.77 
W.Va.  37.73 
P.  R.  35.79 
Va.  35.26 
Tenn.  35.14 
Ky.  34.98 
La.  33.86 
Ga.  32.60 
N.C.  30.59 
Ala.  30.58 
Ark.  30.28 
Miss.  30.04 
S.C.  29.39 


43 


Table  8  is  similar  to  Table  7.  The  difference 
is  that  in  Table  7  the  number  following  the 
name  of  the  state  was  its  index  number, 
whereas  in  Table  8  the  number  precedes  the 
name  of  the  state  and  shows  its  rank  in  the 
order  from  highest  to  lowest. 

Table  8  shows  even  more  clearly  than  the 
preceding  table  the  general  upward  trend  of 
the  western  states  and  the  comparative 
falling  off  of  the  eastern  ones.  During  the  28 
years  from  1890  to  1918  the  average  rank  of 
the  states  in  the  Eastern  Division  shows  a 
falling  off  of  eight  places. 

The  average  rank  of  these  states  in  1890 
was  11,  while  28  years  later  it  had  fallen  to  19. 
The  states  of  the  Western  Division  have 
moved  upwards.  In  1890  their  average  rank 
was  21,  while  in  1918  it  had  moved  up  to  13. 
New  Jersey  is  the  only  state  in  the  Eastern 
Division  that  has  gained  in  relative  rank 
during  this  period  of  28  years.  The  western 
states,  as  a  group,  had  gained  eight  points  in 
average  rank  while  the  eastern  states  lost 
eight  points.  The  states  of  the  North  Central 
Division  show,  in  the  same  period,  an  average 
gain  of  three  points,  those  in  the  South  At- 
lantic Division  an  average  loss  of  four  points, 
and  those  in  the  South  Central  Division  a  loss 
of  three  points. 

44 


TABLE  8.— RANKS  OF  STATES  AS  SHOWN  BY  INDEX  NUMBERS 
FOR  FOUR  PERIODS 


,1890 


1900 


1910 


1918 


45 


Table  9  gives  the  standing  of  the  states  in 
ranks  as  indicated  by  their  index  numbers. 
The  data  are  given  for  1890, 1900, 1910, 1916, 
and  1918.  The  table  presents  the  same  data 
as  the  two  preceding  tables  except  that  the 
figures  for  1916  are  also  included  in  this 
table.  The  states  are  given  in  alphabetical 
order  in  order  to  facilitate  ready  reference. 

The  period  from  1916  to  1918  was  one  of 
sharply  rising  prices  and  wages.  The  changes 
brought  about  by  the  resulting  readjustments 
in  state  educational  budgets  are  reflected  in 
the  sharp  changes  between  1916  and  1918. 
In  the  main,  the  changes  upward  are  primarily 
caused  by  sudden  increases  in  appropriations, 
and  the  losses  in  rank  are  similarly  accounted 
for  by  the  failure  of  some  states  to  increase 
school  expenditures  as  costs  and  wages  went  up. 

Still  other  changes  appear  to  be  related  to 
the  influence  of  the  war  on  high  school  at- 
tendance. During  the  period  from  1916  to 
1918  the  attendance  in  high  schools  increased 
notably,  but  the  ratio  of  boys  to  girls  fell  off 
greatly,  apparently  reflecting  the  increased 
demand  for  labor  and  the  consequent  oppor- 
tunities for  earning  high  wages. 
46 


TABLE  9.— RANKS  OF  STATES  AS  SHOWN  BY  INDEX 
NUMBERS  FOR  FIVE  PERIODS 


1890 

1900 

1910 

1916 

1918 

Alabama 

44 

48 

46 

46 

49 

Arizona 

14 

32 

18 

4 

3 

Arkansas 

42 

45 

46 

43 

50 

California 

3 

4 

2 

1 

2 

Canal  Zone 

28 

Colorado 

7 

8 

13 

19 

14 

Connecticut 

6 

5 

12 

8 

11 

District  of  Columbia 

1 

3 

3 

2 

5 

Delaware 

27 

33 

34 

35 

38 

Florida 

29 

40 

42 

60 

40 

Georgia 

46 

44 

44 

45 

47 

Hawaii 

23 

Idaho 

37 

34 

20 

14 

18 

Illinois 

15 

13 

11 

21 

24 

Indiana 

25 

16 

17 

16 

17 

Iowa 

18 

23 

30 

23 

7 

Kansas 

21 

31 

24 

24 

27 

Kentucky 

35 

36 

40 

39 

45 

Louisiana 

43 

43 

39 

42 

46 

Maine 

24 

27 

31 

30 

35 

Maryland 

12 

19 

33 

34 

37 

Massachusetts 

2 

1 

4 

7 

9 

Michigan 

16 

18 

19 

18 

10 

Minnesota 

26 

21 

21 

20 

19 

Mississippi 
Missouri 

39 
33 

46 
30 

47 
32 

49 
32 

51 
34 

Montana 

9 

10 

7 

3 

1 

Nebraska 

31 

17 

22 

25 

22 

Nevada 

11 

7 

5 

10 

16 

New  Hampshire 

19 

26 

28 

31 

30 

New  Jersey 

8 

9 

6 

5 

4 

New  Mexico 

48 

37 

38 

33 

31 

New  York 

4 

2 

8 

12 

13 

North  Carolina 

45 

49 

48 

47 

48 

North  Dakota 

34 

22 

27 

22 

15 

Ohio 

13 

12 

14 

11 

12 

Oklahoma 

39 

35 

37 

36 

Oregon 

30 

28 

15 

17 

20 

Pennsylvania 

10 

15 

16 

15 

21 

Porto  Rico 

44 

42 

Rhode  Island 

5 

6 

10 

13 

26 

South  Carolina 

47 

47 

49 

48 

52 

South  Dakota 

32 

25 

26 

29 

29 

Tennessee 

41 

41 

43 

41 

44 

Texas 

36 

38 

37 

36 

39 

Utah 

28 

11 

9 

9 

8 

Vermont 

23 

20 

29 

28 

32 

Virginia 

38 

42 

41 

40 

43 

Washington 

20 

14 

1 

6 

6 

West  Virginia 

40 

35 

36 

38 

41 

Wisconsin 

17 

24 

23 

27 

33 

Wyoming 

22 

29 

25 

26 

25 

47 


THE  48  STATES  IN  1918 
Table  10  gives  the  rank  of  each  state  in  each 
element  of  the  index  in  1918.  In  this  table 
only  the  48  states  are  entered.  The  District 
of  Columbia,  the  Canal  Zone,  and  the  insular 
possessions  are  purposely  omitted. 

The  table  makes  possible  something  of  a 
quick  diagnosis  of  the  situation  hi  any  state. 
If  the  rank  as  shown  in  the  final  column  is 
low,  the  entries  in  the  other  columns  will 
show  the  items  responsible  for  the  poor  show- 
ing. If  these  items  are  among  the  last  five, 
that  fact  tends  to  indicate  that  low  appropria- 
tions are  accountable.  If  they  are  among  the 
first  five  the  more  serious  problems  would 
appear  to  be  directly  educational  rather  than 
financial  in  nature. 

In  the  items  that  relate  to  expenditures 
some  cases  will  be  found  in  which  a  state 
ranks  relatively  high  in  the  10th  element 
which  shows  the  monthly  salaries  of  the 
teachers,  but  takes  a  low  rank  in  the  ninth 
column  hi  which  the  figures  are  based  on  pay- 
ments for  non-salary  purposes.  In  still  other 
cases  the  opposite  is  true.  In  any  case  the 
data  of  the  table  aid  in  ascertaining  the  degree 
to  which  the  different  rankings  show  a  rela- 
tively even  balance  as  between  themselves. 
48 


TABLE  10.— RANK  OF  EACH  STATE  IN  EACH  COMPONENT 
OF  THE  INDEX  IN  1918 


State 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

Index 

Ala. 

43 

46 

45 

42 

28 

44 

47 

45 

44 

44 

45 

Ariz. 

12 

15 

28 

33 

5 

2 

3 

3 

6 

2 

3 

Ark. 

31 

45 

47 

46 

34 

45 

44 

47 

46 

46 

46 

Cal. 

4 

3 

13 

1 

14 

4 

2 

2 

16 

1 

2 

Colo. 

21 

22 

22 

13 

22 

10 

11 

19 

13 

11 

13 

Conn. 

10 

5 

6 

22 

9 

26 

20 

10 

25 

8 

10 

Del. 

41 

35 

26 

28 

21 

35 

38 

35 

37 

28 

35 

Fla. 

35 

43 

44 

40 

41 

36 

34 

37 

33 

40 

37 

Ga. 

37 

40 

40 

43 

19 

46 

46 

44 

47 

38 

43 

Idaho 

14 

28 

34 

16 

23 

11 

8 

16 

9 

16 

17 

111. 

13 

20 

29 

26 

12 

27 

24 

9 

26 

7 

22 

Ind. 

3 

8 

31 

17 

4 

28 

17 

11 

18 

22 

16 

Iowa 

7 

4 

7 

9 

32 

8 

5 

25 

3 

33 

6 

Kans. 

20 

18 

15 

3 

36 

22 

22 

28 

19 

31 

25 

Ky. 

45 

42 

36 

39 

39 

39 

40 

43 

40 

41 

41 

La. 

48 

47 

42 

38 

46 

40 

42 

36 

42 

34 

42 

Maine 

11 

11 

21 

6 

20 

33 

32 

39 

34 

43 

32 

Mass. 

16 

13 

9 

7 

8 

19 

19 

8 

24 

6 

8 

Md. 

44 

34 

18 

34 

45 

34 

37 

27 

36 

12 

34 

Mich. 

6 

7 

15 

20 

13 

18 

10 

15 

10 

21 

9 

Minn. 

17 

19 

20 

15 

37 

14 

16 

17 

8 

20 

18 

Miss. 

33 

36 

41 

47 

38 

48 

48 

48 

48 

45 

47 

Mo. 

23 

26 

25 

25 

31 

31 

30 

23 

31 

19 

31 

Mont. 

1 

1 

33 

23 

40 

1 

1 

6 

1 

15 

1 

Neb. 

15 

14 

24 

12 

33 

13 

13 

22 

11 

25 

21 

Nev. 

25 

23 

16 

8 

10 

7 

7 

24 

20 

14 

15 

N.  C. 

34 

44 

46 

44 

25 

47 

45 

46 

45 

48 

44 

N.  D. 

28 

30 

23 

31 

47 

3 

6 

20 

2 

24 

14 

N.  H. 

32 

27 

12 

5 

15 

20 

26 

30 

21 

29 

27 

N.  J. 

22 

12 

4 

21 

2 

9 

12 

1 

7 

5 

4 

N.  M. 

46 

39 

32 

41 

16 

12 

27 

18 

4 

27 

28 

N.  Y. 

27 

16 

2 

18 

1 

16 

23 

14 

30 

4 

12 

Ohio 

6 

9 

27 

19 

7 

21 

15 

13 

17 

18 

11 

Okla. 

42 

37 

30 

32 

35 

32 

33 

31 

32 

26 

33 

Ore. 

8 

2 

5 

11 

24 

23 

18 

21 

28 

17 

19 

Penn. 

24 

21 

10 

29 

11 

24 

25 

5 

14 

13 

20 

R.  I. 

38 

24 

1 

24 

6 

25 

29 

12 

23 

10 

24 

S.  C. 

40 

48 

48 

48 

48 

42 

43 

42 

41 

47 

48 

S.  D. 

47 

31 

3 

14 

44 

6 

21 

32 

5 

32 

26 

Tenn. 

19 

32 

39 

45 

27 

43 

41 

41 

43 

42 

40 

Texas 

26 

33 

37 

36 

29 

38 

35 

33 

35 

35 

36 

Utah 

9 

10 

19 

27 

3 

17 

14 

7 

15 

9 

7 

Va. 

39 

41 

38 

35 

43 

41 

39 

40 

39 

39 

39 

Vt. 

18 

17 

17 

4 

18 

29 

28 

34 

29 

36 

29 

Wash. 

29 

25 

11 

2 

30 

5 

9 

4 

12 

3 

5 

Wis. 

36 

29 

8 

10 

17 

30 

31 

26 

27 

30 

30 

W.  Va. 

30 

38 

43 

37 

26 

37 

36 

38 

38 

37 

38 

Wyo. 

2 

6 

35 

30 

42 

15 

4 

29 

22 

23 

23 

49 


GAINS  AND  LOSSES  IN  28  YEARS 
Table  11  is  similar  to  Table  10  in  that  it  gives 
data  for  the  48  states  only.  The  first  four 
columns  show,  to  the  nearest  whole  number, 
the  gains  or  losses  in  the  index  number  in 
each  period  and  for  the  whole  28  years  from 
1890  to  1918.  In  the  same  way  the  figures  in 
the  second  set  of  columns  show  the  gains  or 
losses  in  the  ranks  of  the  states  in  each  of  the 
three  periods  and  during  the  whole  28  years. 
Since  the  numbers  of  the  first  four  columns 
are  stated  as  whole  numbers  and  without  their 
decimal  fractions,  the  figures  hi  the  fourth 
column  do  not  in  every  case  appear  to  be  in 
accord  with  those  in  the  first  three  columns. 
They  are,  however,  accurately  recorded. 

It  is  noteworthy  that  there  have  been  but 
few  cases  in  which  the  index  number  of  a 
state  has  actually  fallen.  The  differences  be- 
tween the  states  are  mostly  those  of  degree. 

During  the  28  years  the  smallest  gain  in 
the  index  number  has  been  that  of  Mississippi, 
of  eight  points,  and  the  greatest  that  of  New 
Mexico,  which  has  gone  forward  43  points. 
The  extremes  for  the  changes  of  rank  are 
found  in  the  cases  of  Maryland,  which  has 
lost  25  places,  and  Utah,  which  has  gained  20. 
The  figures  for  Oklahoma  cover  only  the 
period  from  1900  to  1918. 
50 


TABLE  11.— CHANGES  IN  INDEX  NUMBERS  AND  IN 
RANKS  OF  STATES.    1890  to  1918 


Changes  in  Index 

Changes  in  Rank 

1890 

1900 

1910 

1890 

1890 

1900 

1910 

1890 

to 

to 

to 

to 

to 

to 

to 

to 

1900 

1910 

1918 

1918 

1900 

1910 

1918 

1918 

Ala. 

+2 

+7 

+4 

+13 

-4 

+3 

-4 

-5 

Ariz. 

-3 

+16 

+20 

+33 

-18 

+14 

+15 

+11 

Ark. 

+1 

+6 

+3 

+10 

-3 

-1 

-4 

-8 

Cal. 

+16 

+11 

+27 

-1 

+2 

— 

+1 

Colo. 

+4 

+7 

+10 

+21 

-1 

-5 

-1 

~-7 

Conn. 

+4 

+6 

+11 

+21 

+1 

-7 

+1 

-5 

Del. 

+1 

+8 

+4 

+13 

-6 

-1 

-4 

-11 

Fla. 

+8 

+8 

+9 

-11 

-2 

+2 

-11 

Ga. 

+6 

+7 

+4 

+17 

+2 

-3 

_1 

Idaho 

+6 

+16 

+14 

+36 

+3 

+14 

+2 

+19 

111. 

+5 

+13 

+7 

+25 

+2 

+2 

-13 

-9 

Ind. 

+6 

+10 

+13 

+29 

+9 

-1 

+8 

Iowa 

+3 

+7 

+21 

+31 

-5 

-7 

+23 

+11 

Kans. 

+1 

+11 

+12 

+24 

-10 

+7 

-3 

-6 

Ky. 

+2 

+5 

+5 

+12 

-1 

-4 

-5 

-10 

La. 

+4 

+9 

+3 

+16 

+4 

-7 

-3 

Maine 

+4 

+6 

+7 

+17 

-3 

"-4 

-4 

-11 

Mass. 

+4 

+6 

+5 

+15 

+1 

-3 

-5 

-7 

Md. 

+2 

+3 

+5 

+10 

-7 

-14 

—4 

-25 

Mich. 

+4 

+9 

+15 

+28 

-2 

-1 

+9 

+6 

Minn. 

+6 

+10 

+13 

-4-29 

+5 

+2 

+7 

Miss. 

+5 

+4 

+8 

-7 

-1 

-4 

-12 

Mo. 

+6 

+7 

+11 

+24 

+3 

-2 

-2 

-1 

Mont. 

+4 

+14 

+22 

+40 

-1 

+3 

+6 

+8 

Neb. 

+10 

+8 

+13 

+31 

+14 

-5 

+9 

Nev. 

+8 

+14 

+3 

+25 

+4 

+2 

-11 

-5 

N.  C. 

+8 

+5 

+13 

-4 

+1 

-3 

N.  D. 

+10 

+7 

+17 

+34 

+12 

-5 

+12 

+19 

N.  H. 

+3 

+8 

+12 

+23 

-7 

-2 

-2 

-11 

N.  J. 

+3 

+14 

+12 

+29 

-1 

+3 

+2 

+4 

N.  M. 

+15 

+6 

+22 

+43 

+11 

-1 

+7 

+17 

N.  Y. 

+6 

+5 

+7 

+  18 

+2 

-6 

-5 

-9 

Ohio 

+4 

+12 

+11 

+27 

+1 

-2 

+2 

+1 

Okla. 

+13 

+8 

+21 

+4 

-1 

+3 

Ore. 

+4 

+16 

+10 

+30 

+2 

+13 

-5 

+10 

Penn. 

+2 

+10 

+11 

+23 

-5 

-1 

-5 

-11 

R.  I. 

+4 

+8 

+5 

+17 

•t 

-4 

-16 

-21 

B.C. 

+9 

+4 

+4 

+17 

-2 

-3 

-5 

S.  D. 

+8 

+9 

+12 

+29 

+7 

-1 

-3 

+3 

Tenn. 

+1 

+7 

+6 

+14 

-2 

-1 

-3 

Texas 

+1 

+8 

+9 

+18 

-2 

+1 

-2 

-3 

Utah 

+9 

+13 

+10 

+32 

+17 

+2 

+1 

+20 

Va. 

+8 

+5 

+13 

-4 

+1 

-2 

-6 

Vt. 

+5 

+7 

+10 

+22 

+3 

-9 

—3 

-9 

Wash. 

+6 

+24 

+3 

+33 

+6 

+13 

-5 

+14 

Wis. 

+3 

+9 

+8 

+20 

-7 

+1 

-10 

-16 

W.  Va. 

+5 

+6 

+5 

+16 

+5 

-1 

-5 

-1 

Wyo. 

+2 

+11 

+14 

+27 

-7 

+4 

-3 

51 


INDEX  NUMBERS  STATED  AS  WHOLE 
NUMBERS 

In  Table  12  the  index  numbers  for  1918  for 
the  48  states,  the  District  of  Columbia,  and 
the  territorial  possessions  are  given  as  whole 
numbers.  That  is,  the  decimal  fractions  are 
omitted  and  the  figures  given  to  the  nearest 
whole  number.  The  data  of  this  table  give 
in  some  ways  a  more  accurate  picture  of  the 
conditions  shown  by  the  index  numbers  than 
do  the  previous  tables  in  which  the  fractions 
are  retained. 

They  show  that  considerable  groups  of 
states  are  virtually  tied  hi  the  final  results. 
Thus  there  are  six  states  with  a  score  of  59, 
four  with  one  of  57,  three  with  the  number  55, 
and  so  on. 

They  show  further  that  in  a  general  way 
the  states  tend  to  fall  into  two  great  groups. 
One  of  these  consists  of  the  Southern  states 
with  index  numbers  averaging  around  35, 
while  the  other  group  consists  of  all  the  re- 
maining states  with  indexes  averaging  around 
58.  If  the  numbers  for  all  the  states  are 
plotted  on  a  surface  of  distribution  this  ten- 
dency of  the  index  numbers  to  form  two  groups 
is  clearly  manifested. 


52 


TABLE  12.— INDEX  NUMBERS  OF  STATES  IN  1918 

Montana  76  Kansas  55 

California  71  Canal  Zone  65 

Arizona  66  South  Dakota  55 

New  Jersey  66  New  Hampshire  54 

District  of  Columbia  64  New  Mexico  53 

Washington  64  Vermont  52 

Iowa  62  Wisconsin  51 

Utah  61  Missouri  50 

Massachusetts  61  Maine  47 

Michigan  60  Oklahoma  44 

Connecticut  60  Maryland  43 

Ohio  60  Delaware  42 

New  York  59  Texas  41 

Colorado  59  Florida  38 

North  Dakota  59  West  Virginia  38 

Nevada  59  Porto  Rico  36 

Indiana  59  Virginia  35 

Idaho  59  Tennessee  35 

Minnesota  58  Kentucky  35 

Oregon  58  Louisiana  34 

Pennsylvania  58  Georgia  33 

Nebraska  57  North  Carolina  31 

Hawaii  57  Alabama  31 

Illinois  57  Arkansas  30 

Wyoming  57  Mississippi  30 

Rhode  Island  56  South  Carolina  29 


EDUCATIONAL  RESULTS  AND  FINANCIAL 
EXPENDITURES 

Table  13  gives  two  sets  of  figures  for  each 
state  for  1918.  The  first  of  these  is  the  sum  of 
the  five  components  of  the  index  number  that 
are  educational  and  not  financial  hi  nature. 
These  items  relate  to  the  school  term  and  the 
children  but  not  to  the  expenditures.  The 
second  figure  for  each  state  is  the  sum  of  the 
five  financial  components.  All  the  figures  are 
stated  as  whole  numbers  with  the  decimal 
places  omitted.  The  states  are  placed  hi  the 
descending  order  of  the  combined  educational 
items,  which  are  those  in  the  first  column. 
53 


There  are  two  significant  features  shown  by 
this  table.  The  first  is  that  there  is  a  generally 
close  agreement  between  the  educational 
figures  in  the  first  column  and  the  financial 
ones  in  the  second  column  in  the  matter  of 
relative  magnitude.  In  general  the  high  edu- 
cational figures  are  accompanied  by  high 
financial  ones,  and  the  low  educational  totals 
by  correspondingly  low  financial  ones.  This 
is  one  way  of  saying  that  a  state  having  a  long 
school  term,  high  attendance,  and  many  chil- 
dren in  high  school  must  pay  more  for  the 
upkeep  of  its  educational  system  than  one 
which  has  none  of  these  advantages. 

Another  interpretation  of  the  figures,  which 
also  is  valid,  is  that  the  figures  for  school  ex- 
penditures do  have  a  close  relation  to  those 
which  show  the  amount  of  education  given 
and  tell  how  many  are  in  high  school,  and 
that  they  are  important  indicators  of  the 
efficiency  of  the  system  and  the  quality  of  the 
education  the  children  receive. 

The  other  important  fact  about  the  figures 
is  that  in  general  the  educational  figures  in 
the  first  column  are  larger  than  the  financial 
figures  in  the  second  column.  The  average 
relationship  is  approximately  that  of  four  to 
three.  However,  since  there  is  a  greater  range 
54 


of  variation  in  the  financial  items,  and  since 
both  sets  are  inter-related  and  in  some  mea- 
sure inter-dependent,  neither  set  dominates 
the  other  in  final  effect. 

The  coefficient  of  correlation  between  the 
two  sets  of  figures  is  high.  As  computed  by 
Pearson's  formula  it  is  .78. 


TABLE    13.— SUM   OF  FIVE   EDUCATIONAL  COMPONENTS 

AND  SUM  OF  FIVE  FINANCIAL  COMPONENTS  OF  INDEX 

NUMBER  FOR  EACH  STATE  IN  1918 


State 

Sum  of 
educational 
components 

Sum  of 
financial 
components 

State 

Sum  of 
educational 
components 

Sum  of 
financial 
components 

Cal. 

355 

358 

111. 

302 

266 

Ore. 

332 

246 

Wis. 

302 

212 

Iowa 

330 

289 

Minn. 

300 

284 

Ind. 

329 

259 

Idaho 

292 

293 

Conn. 

328 

269 

Mo. 

288 

208 

Mont. 

328 

430 

8.  D. 

281 

269 

Mass. 

327 

283 

N.  D. 

271 

321 

Mich. 

327 

277 

Del. 

269 

156 

N.  Y. 

325 

269 

Texas 

261 

151 

N.  J. 

325 

335 

Okla. 

257 

188 

Ohio 

323 

274 

Md. 

253 

179 

Maine 

322 

151 

Tenn. 

251 

100 

Utah 

321 

293 

N.  M. 

251 

280 

Vt. 

316 

199 

W.  Va. 

248 

129 

Kans. 

314 

237 

Ga. 

241 

85 

Nev. 

312 

279 

Va. 

240 

113 

N.  H. 

311 

233 

Ky. 

239 

110 

Wash. 

310 

327 

Miss. 

237 

63 

R.  I. 

309 

255 

Fla. 

231 

147 

Wyo. 

305 

262 

N.  C. 

230 

76 

Colo. 

304 

289 

Ark. 

226 

77 

Neb. 

303 

268 

Ala. 

221 

85 

Ariz. 

302 

360 

La. 

213 

125 

Penn. 

302 

274 

S.  C. 

198 

96 

55 


CORRELATIONS 

The  coefficients  of  correlation  have  been 
computed  between  the  10  different  series  of 
components  and  the  final  series  of  index  num- 
bers for  1918.  The  purpose  of  these  computa- 
tions has  been  to  find  how  nearly  each  series 
of  items  corresponds  with  the  final  index 
numbers.  This  process  throws  light  on  the 
relative  value  of  the  different  elements.  It 
does  not  do  this  hi  a  complete  or  final  way  be- 
cause the  different  elements  are  inter-related 
and,  as  each  exercises  some  influence  in  de- 
termining the  final  index  number,  it  is  almost 
inevitable  that  some  degree  of  correlation 
should  exist  between  each  one  of  the  series 
and  the  final  results.  It  has  nevertheless  been 
thought  worth  while  to  make  the  computa- 
tions for  purposes  of  comparison. 

The  coefficients  of  correlation  have  been 
computed  from  the  ranks  of  Table  9  instead 
of  from  the  original  data,  and  the  work  has 
been  done  by  the  method  of  squared  dif- 
ferences. 

The  resulting  coefficients  show  the  degree 
of  correlation  between  each  of  the  10  series 
of  elements  and  the  final  series  of  index  num- 
bers for  1918.  They  are  as  follows: 


66 


1.  Per  cent  of  school  population  attending  .69 

2.  Days  attended  per  child  of  school  age  .84 

3.  Days  schools  were  kept  open  .67 

4.  High  school  attendance  .67 

5.  Per  cent  of  boys  to  girls  in  high  school  .49 

6.  Expenditure  per  child  attending  .89 

7.  Expenditure  per  child  of  school  age  .93 

8.  Expenditure  per  teacher  .87 

9.  Expenditure  for  non-salary  purposes  .84 
10.  Teachers'  salaries  .84 

Five  non-financial  items  combined  .82 

Five  financial  items  combined  .95 

The  coefficients  in  general  are  high,  as  would 
be  expected  from  the  nature  of  the  data.  It  is, 
however,  interesting  to  note  that  there  is  a 
high  relationship  between  the  proportion  of 
children  enrolled  in  high  schools  and  the  final 
educational  index.  It  is  also  interesting  to 
note  that  expenditures  for  purposes  other 
than  teaching  appear  to  be  as  highly  cor- 
related with  the  final  index  numbers  as  do  the 
expenditures  paid  out  directly  for  teachers' 
salaries. 

SIGNIFICANCE  OF  THE  INDEX  NUMBER 
Various  questions  as  to  the  reliability  and  de- 
gree of  significance  of  the  index  number  call 
for  consideration.    Perhaps  the  most  impor- 
tant of  these  relates  to  the  degree  to  which 
the  different  items,  separately  or  in  combi- 
nation, constitute  trustworthy  indicators  of 
educational  efficiency. 
57 


If  some  great  national  agency  were  to 
undertake  a  survey  of  each  of  the  48  state 
school  systems,  it  would  surely  report  on 
many  phases  of  their  work  not  included  in  the 
items  of  the  index.  Among  such  phases  would 
be  the  legal  basis  of  the  system,  its  organiza- 
tion, professional  leadership  and  supervision, 
business  management,  course  of  study,  teach- 
ing staff,  plant  and  equipment,  and  the  re- 
sults of  standard  tests  of  classroom  work. 

These  elements,  and  others  like  them,  are 
not  directly  included  in  the  index,  although 
some  of  them  are  crudely  measured  by  the 
several  items  for  financial  expenditure.  The 
sad  fact  is  that,  if  there  were  available  such 
information  as  surveys  gather  on  most  of  the 
subjects  suggested  above,  it  would  still  be 
impossible  to  state  the  results  in  terms  that 
could  be  included  in  an  index  number.  The 
reason  for  this  is  that  there  is  as  yet  little 
exact  knowledge  about  education.  We  do 
not  know  just  what  kind  of  a  teaching  staff 
does  the  best  work,  or  what  kind  of  super- 
vision is  the  most  effective,  or  how  many  su- 
pervisors there  ought  to  be,  or  how  to  mea- 
sure organization  in  quantitative  terms,  or 
how  to  evaluate  most  of  the  other  matters 
on  which  we  report  in  survey  making. 
58 


Under  present  circumstances  the  best  that 
can  be  done  in  an  undertaking  of  the  present 
sort  is  to  take  all  the  items  for  which  con- 
tinuous, reliable  data  can  be  secured  and  to 
combine  them  by  as  careful  and  impartial 
methods  as  can  be  brought  to  bear.  In  the 
present  case  it  is  to  be  regretted  that  only 
10  items  could  be  found  that  seemed  to  meet 
the  requirements  that  were  laid  down  at  the 
outset  of  the  work.  If  the  number  of  accurate 
and  significant  series  used  were  greater,  the 
reliability  of  the  results  would  be  enhanced. 

ACCURACY  OF  DATA 

Fortunately  the  data  used  are  of  a  high  de- 
gree of  accuracy  as  compared  with  most  other 
sorts  of  mass  statistics.  Data  for  school  at- 
tendance are  gathered  at  their  source  daily 
in  set  forms  by  people  who  are  paid  for  their 
work  and  they  are  compiled  in  permanent 
offices  by  paid  employees.  Something  of  the 
same  conditions  maintains  with  respect  to 
figures  for  public  school  expenditures.  There 
are  few  other  kinds  of  data  of  a  comparable 
sort  for  which  so  much  may  be  claimed  on  the 
side  of  reliability.  As  compared  with  censuses 
of  population,  occupations,  or  manufactures, 
or  government  data  on  agriculture,  or  strength 
59 


returns  of  the  Army,  Navy,  and  Marine  Corps, 
the  data  for  school  attendance  and  gross  ex- 
penditures are  certainly  in  the  lead  in  the 
matter  of  accuracy.  As  compared  with  data 
for  the  results  of  psychological  tests  or  mea- 
surements of  class  room  products  they  are  al- 
most indefinitely  more  reliable. 

There  are  certain  other  data  published  in 
the  reports  of  the  Bureau  of  Education  which 
have  been  excluded  from  the  index  because 
so  much  could  not  be  claimed  for  them  on  the 
score  of  accuracy.  Among  these  data  are  the 
figures  for  the  enrollment  of  pupils.  These 
have  been  carefully  tested  and  rejected.  The 
figures  for  attendance  have  been  used  instead. 
Other  figures  that  have  been  considered,  but 
rejected,  include  those  for  the  valuation  of 
school  property  and  the  detailed  figures  for 
expenditures  for  such  matters  as  general  con- 
trol, textbooks,  and  the  like. 

PRIVATE  AND  PAROCHIAL  SCHOOLS 
Another  question  that  may  well  be  raised  is 
that  relating  to  the  procedure  which  takes 
into  account  only  the  figures  for  the  public 
schools  and  does  not  allow  for  the  enrollment 
in  private  and  parochial  schools.  In  some 
states  the  pupils  in  schools  under  private 
60 


and  church  control  are  relatively  numerous. 
According  to  the  report  for  1918  there  were 
then  12  states  in  which  the  private  school  en- 
rollment was  more  than  10  per  cent  as  great 
as  that  of  the  public  schools.  Seven  of  these 
12  states  were  in  the  North  Atlantic  group. 

From  a  statistical  point  of  view  a  state 
having  a  large  proportion  of  children  in  pri- 
vate schools  tends  to  be  penalized  in  the  two 
elements  of  the  index  which  relate  to  the  at- 
tendance in  public  schools,  and  rewarded  in 
one  of  the  high  school  elements  and  the  five 
items  that  relate  to  financial  expenditures. 
Being  relieved  of  the  expense  of  educating  a 
large  number  of  the  children,  such  a  state 
ought  to  make  a  better  showing  in  the  matter 
of  expenditures  for  the  pupils  who  are  in  pub- 
lic schools  than  it  would  if  it  had  to  bear  the 
whole  burden  of  expense.  Since  the  differ- 
ences involved  tend  in  some  measure  to  coun- 
terbalance each  other  it  is  not  believed  that 
they  have  an  important  bearing  on  the  final 
results  and  no  further  allowance  has  been 
made  for  them.  In  so  far  as  they  do  influence 
the  results  they  favor  the  state  with  many 
children  in  private  schools. 


61 


DIFFERENT  TYPES  OF  STATES 
Another  set  of  questions  centers  around  the 
propriety  of  using  the  same  index  number  to 
measure  conditions  in  wealthy  states  and 
those  with  small  resources,  northern  states 
and  southern  states,  those  that  have  large 
urban  populations  and  states  predominantly 
rural,  those  with  many  foreign-born  in  the 
population  and  those  that  have  few. 

The  answer  to  these  questions  is  that  the 
index  number  attempts  to  measure  accom- 
plishment rather  than  effort.  It  does,not  seek 
to  award  credit  or  apportion  blame.  Like  the 
Census  figures  for  population  increase  or 
death  rate,  or  those  of  the  Bureau  of  Labor 
for  cost  of  living  in  different  parts  of  the 
country,  it  attempts  to  measure  a  status 
rather  than  to  explain  why  that  status  came 
into  being. 

Careful  checking  has  been  done  to  ascertain 
whether  or  not  the  results  were  seriously  af- 
fected by  the  fact  that  some  states  have  many 
more  small  rural  schools  than  others  and  hence 
fewer  children  per  teacher.  The  results  show 
that  these  differences  have  no  constant  rela- 
tionship to  the  index  numbers.  For  the  entire 
United  States  the  number  of  children  attend- 
ing per  teacher  is  23.  The  highest  average  is 
62 


among  states  having  the  lowest  index  num- 
bers. The  next  highest  is  among  those  having 
the  highest  index  numbers  and  the  interme- 
diate averages  among  states  having  medium 
index  ranks. 

PURCHASING  POWER  OF  MONEY 
One  criticism  that  might  be  made  of  the  use 
of  the  index  number  over  a  long  period  of 
time  is  that  several  of  the  elements  of  the 
index  are  financial  in  nature  and  that  the 
purchasing  power  of  money  has  undergone 
changes  that  have  recently  been  increasingly 
marked.  Careful  attempts  have  been  made 
to  devise  a  satisfactory  correction  for  this 
but  they  resulted  in  slight  changes  in  the 
final  results  and  serious  complications  in  the 
computations.  For  this  reason  they  were 
given  up  in  favor  of  the  more  simple  and 
direct  method.  This  factor  has  practically  no 
effect  on  the  relative  standing  of  the  states 
at  each  given  date. 

HIGH  SCHOOL  DATA 

There  are  several  matters  with  regard  to  the 
high  school  data  that  need  comment.  The 
first  of  these  relates  to  the  basis  on  which  the 
data  that  have  been  published  by  the  Bureau 
63 


of  Education  have  been  gathered.  They  are 
not  in  reality  attendance  figures.  They  are 
membership  figures  given  at  the  close  of  the 
school  year  and  appear  to  run  somewhat 
above  the  figures  for  average  attendance  and 
to  be  in  general  lower  than  the  figures  for 
total  enrollment.  This  discrepancy  affects 
only  one  item  of  the  index  and  that  in  only 
slight  degree. 

A  further  comment  with  regard  to  the  high 
school  data  is  that  the  index  assumes  that 
under  ideal  conditions  one-third  of  the  chil- 
dren in  school  might  be  found  in  the  high 
schools.  The  basis  for  this  assumption  is 
that  there  are  commonly  four  high  school 
classes  and  eight  elementary  grades  so  that 
the  high  school  course  is  one-third  of  the  en- 
tire course.  While  this  is  true,  it  does  not 
follow  that  one-third  of  the  pupils  could 
normally  be  found  in  the  high  school  even 
under  ideal  conditions.  The  reasons  for  this 
are  that  many  children  die  before  reaching 
the  high  school  age  and,  in  our  increasing 
populations,  there  are  always  further  addi- 
tional numbers  of  children  in  the  lower  age 
groups.  On  the  other  hand,  many  children 
enter  high  school  from  private  and  parochial 
schools  which  tends  to  offset  the  differences 
64 


just  mentioned.  In  the  data  for  recent  years 
care  has  been  taken  to  distribute  the  pupils 
in  junior  high  schools  in  the  grades  they 
would  have  been  in  on  the  conventional  basis 
of  organization. 

TEACHERS'  SALARIES 

The  monthly  salaries  of  teachers  have  been 
computed  by  dividing  the  total  expenditures 
for  salaries  of  teachers  by  the  total  number  of 
teachers  employed,  and  dividing  this  result 
by  12.  The  methods  of  gathering  these  data 
have  not  remained  constant  during  the  time 
covered  by  the  reports  of  the  Bureau  of  Edu- 
cation. In  recent  years  the  figures  include 
principals  and  supervisory  officers  as  well 
as  teachers  but,  since  the  salaries  of  these 
officers  are  also  included,  the  per  capita 
figures  are  but  slightly  affected  by  the  changes 
in  the  methods  of  gathering  the  original  data. 
Another  important  matter  with  respect 
to  these  data  is  that  the  figures  used  in  the 
present  computations  are  based  on  the  whole 
number  of  different  teachers  employed,  rather 
than  on  the  number  of  teaching  positions. 
This  method  tends  to  penalize  the  states  that 
have  the  greatest  turnovers  in  the  teaching 
force.  If  a  state  employs  many  more  teachers 
65 


during  one  year  than  it  has  teaching  positions, 
the  resulting  payments  per  teacher  will  be 
reduced.  In  the  computations  for  the  index 
number  the  figures  giving  the  total  number  of 
different  teachers  employed  during  the  year 
have  been  used  because  there  is  good  evidence 
that  they  are  more  uniformly  and  more  ac- 
curately reported  by  the  different  states  than 
are  the  data  for  teaching  positions.  The  dif- 
ference in  method  makes  the  figures  used  in 
the  index  differ  somewhat  from  the  cor- 
responding salary  figures  published  by  the 
Bureau  of  Education. 

LIMITATIONS 

The  index  number  that  has  been  described 
should  not  be  used  in  the  attempt  to  measure 
or  compare  conditions  in  the  school  systems 
of  cities.  It  is  valid  for  large  geographical 
units  to  a  degree  that  it  would  not  be  for 
small  ones.  The  principal  reason  for  this 
difference  is  to  be  found  in  the  greater  sta- 
bility of  the  data  for  the  large  unit  composed 
of  a  great  number  of  small  units  acting  al- 
most independently  of  each  other. 

Perhaps   the  best  illustration   of  this   is 
found  in  the  figures  for  expenditures.   Cities 
commonly  defray  the  expenses  of  erecting  new 
66 


buildings  by  issuing  bonds  and  these  issues 
are  often  used  to  pay  for  the  structures  called 
for  by  an  extensive  building  program.  The 
result  is  that  educational  expenditures  in 
cities  are  subject  to  large  fluctuations.  Some- 
times they  are  nearly  doubled  for  a  period  of 
two  or  three  years  and  then  fall  back  to  close 
to  their  former  level. 

Under  these  conditions  the  use  of  the  pres- 
ent index  number  would  give  misleading  re- 
sults if  computed  for  cities.  The  figures  for 
an  entire  state  are  very  different  for  the  rea- 
son that  the  state  is  made  up  of  many  cities 
and  towns  which  make  their  exceptional  ex- 
penditures at  different  times  so  that  the  sum 
total  moves  forward  from  year  to  year  with 
comparative  steadiness. 

Observations  of  a  somewhat  similar  sort 
may  be  made  with  respect  to  the  figures  giving 
the  number  of  children  of  school  age  and  those 
showing  the  attendance  in  public  schools. 
The  data  for  school  population  are  more  re- 
liable for  the  states  than  they  are  for  cities 
in  inter-census  years.  Those  for  attendance  in 
public  schools  are  less  affected  by  attendance 
in  private  and  parochial  schools,  when  taken 
for  an  entire  state,  than  they  would  be  if 


67 


they  were  for  the  component  sub-divisions 
of  the  state. 

For  all  of  the  foregoing  reasons  the  index 
number  that  has  been  presented  should  not 
be  used  to  measure  city  school  systems.  An 
index  number  for  city  systems  would  have  to 
be  constructed  from  different  elements  and 
after  most  careful  tests  to  identify  the  items 
that  could  be  used  as  trustworthy  indicators 
of  school  efficiency  in  the  municipalities. 

SUMMARY 

This  volume  presents  an  index  number  for 
measuring  the  effectiveness  of  state  school 
systems.  It  is  a  composite  of  10  different 
elements,  of  which  five  are  measures  of  the 
amount  of  education  received  by  the  chil- 
dren, and  the  remaining  five  are  measures  of 
the  expenditures  made  to  purchase  this 
education. 

The  index  number  has  been  computed  by 
methods  similar  in  principle  to  those  in  cur- 
rent use  for  measuring  the  fluctuations  in  the 
prices  of  commodities,  the  cost  of  living,  the 
value  of  securities,  and  the  like.  It  has  been 
computed  for  the  entire  United  States  for 
each  year  from  1871  to  1918,  and  for  each 
state  for  the  years  1890,  1900,  1910,  1916  and 
68 


1918.  It  has  also  been  computed  for  the  Dis- 
trict of  Columbia  for  each  of  these  years  and 
for  Hawaii,  the  Canal  Zone,  and  Porto  Rico 
for  1918. 

In  constructing  the  index  number  the  pur- 
pose has  been  to  use  as  component  elements 
all  the  series  of  measures  that  were  available 
in  substantially  uniform  and  reliable  records 
for  the  entire  period  of  47  years,  that  were  hi 
general  as  fair  to  each  state  as  to  each  other 
state,  and  that  were  of  such  a  nature  that 
increases  in  them  reflected  improved  educa- 
tional conditions,  and  decreases  in  them  re- 
flected poorer  educational  conditions. 

It  is  the  belief  of  the  author  that  this  index 
number  is  relatively  reliable  as  an  indicator 
of  changes  in  the  effectiveness  of  public  edu- 
cation from  year  to  year  hi  the  country  as  a 
whole  over  the  period  included  in  the  present 
report.  In  the  cases  of  the  individual  states 
it  gives  significantly  valuable  information  as 
to  changes  in  absolute  and  relative  status  over 
periods  of  several  years,  such  as  decades. 
The  minute  differences  in  the  decimal  places 
of  the  numbers  for  the  different  states  should 
not  be  regarded  as  significant. 

In  general  the  index  number  should  be  re- 
garded as  reliable  rather  than  precise.  Its 
69 


methods  are  rigid  and  impartial,  but  not  con- 
siderate or  interpretative.  It  measures  results 
without  considering  causes.  The  purpose  of 
the  index  number  is  to  make  it  possible  for 
state  school  systems  to  measure  their  progress 
from  year  to  year  and  to  compare  their  at- 
tainments with  those  of  their  neighbors. 


70 


UNIVERSITY  OF  CALIFORNIA,  LOS  ANGELES 

THE  UNIVERSITY  LIBRARY 
This  book  is  DUE  on  the  last  date  stamped  below 


OCT  1  4  195$  UBJECT  JO  FINE  IF 


RESERVE  JUN  1954 
RESERVE  SEP  1954 
APR  3  0  1955 

«SEWE    FALL  1951 

FEB  2  3  1957 

MAY  1    19S9 
F^CEJVED 

DEC  20  1969 
Wtt,U 


MAR  3  0  197! 


1971 


Form  L-9 
25m-2, '43(5205) 


NOT  RETURNED  TO 


EDUCATION  LIBRARY 

JAN  12  1981 


JAM  12 '81 -9PM 


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LIBRARY 


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